We present the Adaptive eLearning Platform (AeLP) – a platform solution for creating rich, interactive, and highly visual, adaptive eLearning activities designed using Virtual Apparatus Framework (VAF). We piloted the AeLP during 2006 at the School of Physics at the University of New South Wales (UNSW), where four adaptive tutorials were embedded into the first year physics syllabus and were co...

Adaptive eLearning systems aim at personalizing the learning objects and test items according to a learner’s specific needs. There is a variety of existing adaptive eLearning systems, either research prototypes or systems in commercial use. However, these systems are primarily limited to adapt to learners’ current knowledge or to certain test items learners are capable of solving. Thus, in the ...

OBJECTIVE To evaluate the efficacy of eLearning in the widespread standardised teaching, distribution and implementation of the Chelsea Critical Care Physical Assessment (CPAx) tool-a validated tool to assess physical function in critically ill patients. DESIGN Prospective educational study. An eLearning module was developed through a conceptual framework, using the four-stage technique for s...

Wie können Hochschulen in Zeiten knapper Mittel qualitativ hochwertige eLearning-Szenarien und –Inhalte entwickeln ohne eine zentrale Einrichtung als Nadelöhr zu erleben? Dieser Beitrag behandelt Ansätze zur Qualitätssicherung im eLearning und stellt ein Beispiel vor, wie durch die Vermittlung entsprechender Kompetenzen und prozessbegleitender Beratung und Unterstützung Qaulitätssicherung im eL...

Zusammenfassung: Die Goethe-Universität hat im Rahmen ihres Projektes megadigitale, das die hochschulweite Umsetzung ihrer eLearning-Strategie verfolgte, ein Vorgehensmodell entwickelt, das entlang des kompletten Prozesses der Entwicklung und Umsetzung von eLearning-Ansätzen standardisierte Analyse-, Planungs-, Konzeptions-, Implementierungsund Qualitätssicherungsinstrumente anwendet. Dabei spi...

Adaptive eLearning systems are able to adjust to a user’s learning needs, usually by user modeling or tracking progress. Such learner-adaptive behavior has rapidly become a hot topic for eLearning. This contribution presents original research on using differences in individual learning styles. Factors related to performance, motivation, satisfaction, and previous knowledge were targeted and use...

OBJECTIVES Another one million community healthcare workers are needed to address the growing global population and increasing demand of health care services. This paper describes a cost comparison between two training approaches to better understand costs implications of training community health workers (CHWs) in Sub-Saharan Africa. METHODS Our team created a prospective model to forecast a...

Rapid advances in education domain demand the design and customization of educational technologies for a large scale and variety of evolving requirements. Here, scale is the number of systems to be developed and variety stems from a diversified range of instructional designs such as varied goals, processes, content, teacher styles, learner styles and, also for eLearning Systems for 22 Indian La...

Supporting privacy in eLearning becomes a commonly admitted important issue when designing according infrastructures. This is motivated by a higher awareness of the users with respect to protecting their personal data. In particular, eLearning comprises many scenarios that clearly spell out risks to the users’ privacy, such as communicating identifying data during classes. Nevertheless, current...

The goal of personalised eLearning is to support e-learning content, activities and collaboration, adapted to the specific needs and influenced by specific preferences of the learner and built on sound pedagogic strategies. One of the major challenges to the mainstream adoption of personalised eLearning is the complexity and time involved in composing the adaptive learning experience. The key g...