Susanne Loidl-Reisinger

Bio: Susanne Loidl-Reisinger is an academic researcher from Johannes Kepler University of Linz. The author has contributed to research in topics: Educational technology & Adaptive learning. The author has an hindex of 2, co-authored 2 publications receiving 333 citations.

Adaptive Learning Environments and e-Learning Standards.

Abstract: This paper examines the sufficiency of existing eLearning standards for facilitating and supporting the introduction of adaptive techniques in computer-based learning systems. To that end, the main representational and operational requirements of adaptive learning environments are examined and contrasted against current eLearning standards. The motivation behind this preliminary analysis is attainment of: interoperability between adaptive learning systems; reuse of adaptive learning materials; and, the facilitation of adaptively supported, distributed learning activities.

Cooperative Agent-Supported Learning with WeLearn

Abstract: Distance Education sometimes suffers from the problemthat the environment is powerful, but also complicatedto learn and to use. This detracts from the learning processand poses an initial barrier against acceptance. Also,groupwork is one of the problem areas in DE, as this usuallymeans geographic distribution and asynchronicity,which both impede cooperation. We propose the integrationof intelligent agents into learning platforms to amelioratesome of these problems by automating routinetasks and creating added value by themselves (e. g. providingnew navigational paths, offering personalized simplecoaching, facilitating contact between learners). Theseagents cannot and should not replace coaches, but ratherease their tasks and help learners find others and cooperatewith them. The importance of metadata for agent-integrationis also touched briefly accompanied by a discussionof the applicability of agent-oriented engineeringfor online learning platforms.

Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology

Abstract: Education has undergone major changes in recent years, with the development of digital information transfer, storage and communication methods having a significant effect. This development has allowed for access to global communications and the number of resources available to today's students at all levels of schooling. After the initial impact of computers and their applications in education, the introduction of e-learning and m-learning epitomised the constant transformations that were occurring in education. Now, the assimilation of ubiquitous computing in education marks another great step forward, with Ubiquitous Learning (u-learning) emerging through the concept of ubiquitous computing. It is reported to be both pervasive and persistent, allowing students to access education flexibly, calmly and seamlessly. U-learning has the potential to revolutionise education and remove many of the physical constraints of traditional learning. Furthermore, the integration of adaptive learning with ubiquitous computing and u-learning may offer great innovation in the delivery of education, allowing for personalisation and customisation to student needs.

Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017

Abstract: In this study, the trends and developments of technology-enhanced adaptive/personalized learning have been studied by reviewing the related journal articles in the recent decade (i.e., from 2007 to 2017). To be specific, we investigated many research issues such as the parameters of adaptive/personalized learning, learning supports, learning outcomes, subjects, participants, hardware, and so on. Furthermore, this study reveals that personalized/adaptive learning has always been an attractive topic in this field, and personalized data sources, for example, students’ preferences, learning achievements, profiles, and learning logs have become the main parameters for supporting personalized/adaptive learning. In addition, we found that the majority of the studies on personalized/adaptive learning still only supported traditional computers or devices, while only a few studies have been conducted on wearable devices, smartphones and tablet computers. In other words, personalized/adaptive learning has a significant number of potential applications on the above smart devices with the rapid development of artificial intelligence, virtual reality, cloud computing and wearable computing. Through the in-depth analysis of the trends and developments in the various dimensions of personalized/adaptive learning, the future research directions, issues and challenges are discussed in our paper.

Handbook of Visual Languages for Instructional Design: Theories and Practices

Abstract: The more complex instructional design (ID) projects grow, the more a design language can support the success of the projects, and the continuing process of integration of technologies in education makes this issue even more relevant. The Handbook of Visual Languages for Instructional Design: Theories & Practices serves as a practical guide for the integration of ID languages and notation systems into the practice of ID by presenting recent languages and notation systems for ID; exploring the connection between the use of ID languages and the integration of technologies in education, and assessing the benefits and drawbacks of the use of ID languages in specific project settings.

Providing Adaptivity in Moodle LMS Courses

Abstract: In this paper, we describe an approach to providing adaptivity in e-education courses. The primary goal of the paper is to enhance an existing e-education system, namely Moodle LMS, by developing a method for creating adaptive courses, and to compare its effectiveness with non-adaptive education approach. First, we defined the basic requirements of a course adaptation and the steps required to implement it. Based on the collected data, we identified the characteristic groups of students and then classified all participating students into these groups. The final adaptation of courses was performed in the distance education system of the University of Belgrade, in the Laboratory for e-business, Faculty of Organizational Sciences. Findings of the experimental study showed that the students' effectiveness and achievements in learning were higher when they attended courses adapted using the described method, in comparison to the non-adaptive e-learning courses.