Adaptive Sequencing of Information for Lifelong Learners - E-Infrastructures and Technologies for Lifelong Learning - page 273

Chapter 11

Adaptive Sequencing
of Information for
Lifelong Learners

Sergio Gutierrez-Santos
London Knowledge Lab, Birkbeck College, UK

ABSTRACT

Educational technologies have experienced an impressive change in recent years. This, in turn, is hav-
ing a clear impact on educational practices and processes. Two important consequences for lifelong
learning experts are the new possibilities of reusing learning material from different sources, and the
need of adapting learning resources to different learners instead of using one-size-fits-all approaches.
This chapter deals with the problem of sequencing learning material from both points of view: how to
create adaptive sequencings of learning units, and how to share them with other systems by using the
semantics of a well-known standard like IMS-LD. The complexity of the process puts the spotlight on
the limitations of this widespread IMS specification.

INTRODUCTION disposal and think seriously about challenges that

have been unfeasible until now, like the design
of lifelong learning (LLL) scenarios. The impact
of new technologies takes many forms: enhanced
communication possibilities for distance learners
[Okamoto et al., 2000], use of artificial intelligence
techniques to guide students on their pedagogi-
cal and/or planning decisions (Gutierrez-Santos
& Mavrikis, 2008), development of reliable and

Information technologies have produced signifi-
cant changes in education. Pedagogical methods
and techniques are closely linked to available
resources and techniques: new technologies al-
low us to extend the range of resources at our