Social, Personalized Lifelong Learning - E-Infrastructures and Technologies for Lifelong Learning - page 114

Figure 5. MOT 2.0: Social and Web 2.0 annotation

Figure 6. MOT 2.0: Adaptive authoring

a future version, the authoring process can use
different adaptive strategies as defined by the
LAG model.
Figure 7 is about merging the authoring and
the delivering view and processes, as the users
may still change the content of the course during
or after the delivery, or they may annotate it dur-
ing its creation. This explains why adaptive
strategies can be applied not only for the delivery
process, but also for the authoring process. The
view shows both goal and constraints maps in
viewable ('view') and editable ('edit') form, as
well as the result of overlaying two different
adaptation strategies over each of these maps (in

this case, the editing adaptation strategy, for au-
thors, and the viewing adaptation strategy, for the
student role).
Figure 8 shows the group-based authoring
concept, where users can create groups and have
different privileges for different groups (as in
scenarios 2 and 4). This setup allows the definition
of advanced levels of the relation between tutors
and learners based on the latter's user model. In
future versions, MOT 2.0 will update the privi-
leges automatically and semi-automatically, based
on the user model. For example, when the learn-
er is a beginner, they can have fewer privileges
within a specific group, but during the learning