Information Technology Reference
In-Depth Information
Services in HE Institutions
e-learning scenarios, high level adaptation tasks
can be proposed that consider the user context
and the interactions gathered when interacting
with the services provided by the institution.
They may provide content personalization and
navigation support though the system by taking
into account the user features (i.e. user modelling)
and contextual features (i.e. device capabilities
and user context within the services) (Santos and
Boticario, 2008b). To cope with domain indepen-
dent adaptations in e-learning settings, educational
standards and specifications should be used. These
adaptations are based on two processes:
Existing ICT services in HE institutions have
already been categorized in the previous section
and relate to the management of (i) users, (ii)
contents of varied nature, and (iii) communication
channels and means. If personalization is taken
into account, alternative sources of information
and consultancy services should be provided (see
below), depending on the profile of a particular
student (i.e. background knowledge, learning
goals, preferences, etc.). The real challenge is to
cope with the teaching and learning processes
themselves and offer services that strongly de-
pend on the management of individual and group
profiles and their relationships with contents and
context of use. This challenge entails modelling
activities focused on adaptive and personalized
processes. For instance, the following services
for students are identified:
•
Modelling users features from the interac-
tion data (offline process).
•
Generating dynamic recommendations,
taking into account the user model attri-
butes and the context (online process).
Examples of generic adaptations can address
both the traditional learning service and the not so
often considered learning management services.
The first group includes adaptations such as: (i)
dynamically identifying blocking points that
appear when learners are following the initial
learning design described in terms of existing
specifications (e.g. IMS family), (ii) offering
contents not considered in the design (maybe
because designers were not aware of them and/
or the contents were produced afterwards) which
deal with finding useful learning resources from
a pool of external resources provided by others
members of the institution, and (iii) coping with
limitations of the learning paths specified in
IMS-LD as commented above. The second group
deals with non-learning design based tasks for
those matters which do not explicitly deal with
IMS-LD, but which also may support members
in HE institutions, such as some of the learning
management services identified in the next section,
and can also include adaptations in the service
workflow and the delivery of alternative content.
•
Contents delivery supported by non-
proprietary standards so contents can be
eventually delivered via alternative means
(web, printed study guides, books, etc.)
•
Personalized learning paths for students
full of learning activities that are adjusted
readily to cope with the current learner
situation without having to wait for tutors'
feedback
•
Automatic feedback when reaching un-
predicted learning impasses that could
come up while going forward in a specific
learning path
•
Personalization support for interactions
with the HE ICT services, such as the en-
rolment process
To provide these services to students, another
set of services are to be provided to the faculty
staff as well:
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