A General Framework for Inclusive Lifelong Learning in Higher Education Institutions with Adaptive Web-Based Services that Support Standards - E-Infrastructures and Technologies for Lifelong Learning - page 54

are being validated by different types of users
on the demand side and different existing roles
on the supply side by the Open University and
the UNED- the two universities with the largest
number of students with disabilities.
Thirdly, putting the learner at the center of the
teaching/learning process is still an open issue.
User centered methodologies and ontologies that
can be mapped to existing standards in learner
characterization to model user, content and device
(user interface and assistive technology) profiles.
The adaptive dynamism can be obtained by min-
ing, analyzing and categorizing the sequence
of actions followed by learners to provide the
dynamic guidance accordingly.
The purpose here is not just to build the desired
services but to provide the general framework
required for their development addressing key
open and fundamental research issues in various
interrelated fields. To this end we have to consider
the current limitations of available standards to
deal with accessibility and functional diversity
issues. The applicability of the approach was il-
lustrated in the context of the EU4ALL project and
a use case based on psycho-educational support
at UNED was discussed in more detail.

Attwell, G., Barnes, S. A., Bimrose, J., & Brown,
A. (2008). Maturing learning: Mashup personal
learning environments. CEUR Workshops pro-
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Bayon, A., Santos, O. C., & Boticario, J. G. (2009).
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guided by learning design . International Workshop
on Adaptive Systems for Collaborative Learning.
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Systems (INCoS 2009).

BenToWeb . (2007). Retrieved from http://www.
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Boticario, J. G., & Santos, O. C. (2007). An open
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Boyle, T. (2009). Layered learning design: To-
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Education .

Brusilovsky, P., & Vassileva, J. (2003). Course
sequencing techniques for large-scale Web-based
education. International Journal of Continuing
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13 (1/2).

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