This paper presents a survey about learning content designs and various adaptation levels, in order to adapt the learners' necessities in e-learning environment. Normally, learners have different learning styles, cognitive traits, learning goals and varying progress of their learning over period of time, which affects the learner's performance while providing the same bundle of course to all learners. Hence, there is a need to create adaptive e-learning environment to offer appropriate learning content to all individuals. In general, the adaptation can be done based on learners' characteristics. Here, we explore the adaptation that can be done, not only based on learner context parameters but also on the learning content (learning object) and the configuration of e-learning environment. In this paper, we provide a detail review about the various levels of adaptation, learning object design and process for learning content design, learner context parameters, and models/components of e-learning; moreover, we analyze and portray the associations among the components, necessary to achieve the well-defined adaptation in e-learning environment.

Learning content design and learner adaptation for adaptive e-learning environment: a survey

A total of 505 international registrants (representing authors from over 35 countries) arrived in Saskatoon this May to present 535 published papers. The papers were presented in 30 oral and 5 multi-topic poster sessions that highlighted recent work in the following technical areas: L a 18 ième Conférence canadienne de génie électrique et informatique a été tenue du dimanche 1 er mai au mercredi 4 mai 2005 à lʼhôtel Saskatoon Inn, Saskatoon, Sask. Un total de 505 inscriptions internationales (représen-tant des auteurs de plus de 35 pays) sont venues à Saskatoon au moi de mai dernier pour présenter 535 articles publiés. Les articles ont été présentés dans 30 sessions orales et 5 sessions dʼaffiches multidisciplinaires qui ont soulignées le travail récent dans les domaines techniques suivants : Architecture dʼordinateur avancée Systèmes basés sur les agents et Internet Électronique analogue Antennes, EMC/EMI Intelligence artificielle Bioinformatique Génie biomédical Communications et systèmes sans-fils Réseaux informatiques et systèmes Théorie de la commande et applications Bases de données et forage de données Électronique numérique Traitement de signal numérique Machines et entraînements électriques Electromagnétique Circuits électroniques et VLSI Matériaux et dispositifs électroniques Informatique évolutionnaire Informatique à haute performance Génie haute tension Interactions humain-machine Instrumentation et mesure Canadian Conference on Electrical and Computer Engineering Conférence canadienne de génie électrique et informatique just added on top of all the other duties we have, including ... removing the leaves from the garden. À ce propos, nous terminerons en indiquant que les auteurs trouvent parfois que le processus entier de publication nʼest pas aussi rapide que ce quʼils/elles désireraient! En fait, nous faisons de notre mieux, mais puisque nous sommes tous des « volontaires », cela signifie que nos « tâches de la RCGÉI » sʼajoutent simplement à toutes les autres, y compris le ratissage des feuilles du jardin.

Canadian Conference on Electrical and Computer Engineering

This invention relates to the use of vitamin E or its derivative, such as vitamin E acetate, with a silicone lubricant for use on a medical device. The vitamin E prevents degradation of the silicone lubricant when the medical device is irradiated for sterilization.

Semantic Web Services.

Workplace learning can be conceived as the set of processes related to learning and training activities at work. Typically, workplace learning includes formal, informal, and non-formal learning activities. Having a control on the whole learning process of each worker is a complex task. Indeed we have to align individual learning paths, real workers' needs (for instance in terms of tasks or projects to accomplish), career plans, and other organizational needs to activate virtuous knowledge flows. In order to accomplish this complex task a comprehensive framework is needed. This paper provides the definition of the aforementioned framework by exploiting semantic technologies in order to model (by means of Ontologies), represent, extract, and share knowledge within organizations. Although the proposed framework allows a wide range of workplace learning experiences, it mainly focuses on informal learning, on the ways it can be sustained by exploiting organizational resources, and on the capability of linking individual and organizational learning in the context of a widely accepted knowledge flow model like socialization, externalization, composition, and internalization.

S-WOLF: Semantic Workplace Learning Framework

The e-Learning domain is evolving rapidly due to a number of factors and amongst these are the two key factors: i) availability of new ICT tools and technologies such as cloud computing, ontologies and smart phones, and ii) application of various learning theories and the development of new learning models. The latter is anticipated to generate new sets of requirements for the development of new e-Learning for the cloud environment. This paper is an attempt towards developing a generic requirements model for hybrid cloud-based e-Learning systems with particular reference to e-learning systems' requirements in general, pedagogical requirements, technical requirements including non-functional requirements, and the mapping of these requirements to cloud-based e-learning environments.

Towards A Generic Requirements Model for Hybrid and Cloud-based e-Learning Systems

Semantic Web is emerging and maturing as a powerful extension of today's Web. In this environment, both humans and machines (like agents) can exchange data more efficiently. The shared understanding of this environment is based on an ontology backbone, used to model semantics and relations between various concepts. The e-learning domain is one of many domains that can benefit from the Semantic Web advantages. In this document, we survey a number of adaptive e-learning systems and analyze the components and needs of adaptive e-learning systems using the Semantic Web environment.

Safwan Qassem

Papers

Adaptive e- Learning using the Semantic Web: A Comparative Survey