E-learning can be much more than just self-paced learning. To enhance motivation and sustainability of learning, trainers or course providers usually set up target group specific arrangements of various learning conducive elements. They combine self-learning phases with synchronous or asynchronous online collaboration and cooperation, as well as with face-to-face training sessions. This mix of ...

Scenarios which reflect the concept of receptive learning and the acquisition metaphor of learning (Sfard 1998) are well addressed in the current discussion on educational metadata and standards. A typical scenario looks as follows: Learning material is produced by an author, sampled to courses by a course designer, classified according to skill taxonomies, and finally distributed to a learner....

Mobile solutions gain more and more importance in the field of Technology-Enhanced Learning. However, research and practice has focused on adapting learning materials to devices and technologies. The keynote focuses on the question which factors are important when personalizing mobile learning scenarios. How can the context of actual usage be captured and utilized to create better personalized ...

We report on an investigation of reinforcement learning techniques for the learning of coordination in cooperative multiagent systems. These techniques are variants of Q-learning (Watkins, 1989) that are applicable to scenarios where mutual observation of actions is not possible. To date, reinforcement learning approaches for such independent agents did not guarantee convergence to the optimal ...

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe a...

This paper explores the design of computer supported collaborative learning activities. There is a need for methods to develop learning activities suitable for various domains. The context in focus here is workplace learning, specifically collaborative learning among mobile and distributed colleagues. The design method proposed builds on input from qualitative studies, organized learning activi...