Accessible lifelong learning at higher education:outcomes and lessons Learned at two different PilotSites in the EU4ALL Project

[EN] The EU4ALL project (IST-FP6-034778) has developed a general framework to address the needs of accessible lifelong learning at Higher Education level consisting of several standards-based interoperable components integrated into an open web service architecture aimed at supporting adapted interaction to guarantee students' accessibility needs. Its flexibility has supported the project implementation at several sites with different settings and various learning management systems. Large-scale evaluations involving hundreds of users, considering diverse disability types, and key staff roles have allowed obtaining valuable lessons with respect to "how to adopt or enhance eLearning accessibility" at university. The project was evaluated at four higher education institutions, two of the largest in Europe and two mediumsized. In this paper, we focus on describing the implementation and main conclusions at the largest project evaluation site (UNED), which was involved in the project from the beginning, and thus, in the design process, and a medium-sized university that adopted the EU4ALL approach (UPV). This implies dealing with two well-known open source learning environments (i.e. dotLRN and Sakai), and considering a wide variety of stakeholders and requirements. Thus the results of this evaluation serve to illustrate the coverage of both the approach and developments.The authors would like to thank the European Commission for the financial support of the EU4ALL project (IST-2006-034478). The work at aDeNu is also supported by the Spanish Ministry of Science and Innovation (TIN2008-06862-C04-01/TSI “A2UN@”). Authors would also like to thank all the EU4ALL partners for their collaboration.Boticario, JG.; Rodriguez-Ascaso, A.; Santos, OC.; Raffenne, E.; Montandon, L.; Roldán Martínez, D.; Buendía García, F. (2012). Accessible lifelong learning at higher education:outcomes and lessons Learned at two different PilotSites in the EU4ALL Project. Journal of Universal Computer Science. 18(1):62-85. http://hdl.handle.net/10251/37117628518

Participatory learner modelling design: a methodology for iterative learner models development

Learner models are built to offer personalised solutions related to learning. They are often developed in parallel to the development of adaptive learning systems and thus, linked to the system’s development. The adaptive learning systems literature reports numerous accounts of learner model development, but there are no reports on the methodological aspects of developing learner models and the relation between the development of the learner model component and the rest of the system. This paper presents the Participatory Learner Modelling Design methodology, which outlines the steps for learner model development and their relation to the development of the system. The methodology is illustrated with a case study of an adaptive educational system

Ten Years of Rich Internet Applications: A Systematic Mapping Study, and Beyond

BACKGROUND: The term Rich Internet Applications (RIAs) is generally associated with Web appli- cations that provide the features and functionality of traditional desktop applications. Ten years after the introduction of the term, an ample amount of research has been carried out to study various aspects of RIAs. It has thus become essential to summarize this research and provide an adequate overview. OBJECTIVE: The objective of our study is to assemble, classify and analyze all RIA research performed in the scienti c community, thus providing a consolidated overview thereof, and to identify well-established topics, trends and open research issues. Additionally, we provide a qualitative discussion of the most inter- esting ndings. This work therefore serves as a reference work for beginning and established RIA researchers alike, as well as for industrial actors that need an introduction in the eld, or seek pointers to (a speci c subset of) the state-of-the-art. METHOD: A systematic mapping study is performed in order to identify all RIA-related publications, de ne a classi cation scheme, and categorize, analyze, and discuss the identi ed research according to it. RESULTS: Our source identi cation phase resulted in 133 relevant, peer-reviewed publications, published between 2002 and 2011 in a wide variety of venues. They were subsequently classi ed according to four facets: development activity, research topic, contribution type and research type. Pie, stacked bar and bubble charts were used to visualize and analyze the results. A deeper analysis is provided for the most interesting and/or remarkable results. CONCLUSION: Analysis of the results shows that, although the RIA term was coined in 2002, the rst RIA-related research appeared in 2004. From 2007 there was a signi cant increase in research activity, peaking in 2009 and decreasing to pre-2009 levels afterwards. All development phases are covered in the identi ed research, with emphasis on \design" (33%) and \implementation" (29%). The majority of research proposes a \method" (44%), followed by \model" (22%), \methodology" (18%) and \tools" (16%); no publications in the category \metrics" were found. The preponderant research topic is \models, methods and methodologies" (23%) and to a lesser extent, \usability & accessibility" and \user interface" (11% each). On the other hand, the topic \localization, internationalization & multi-linguality" received no attention at all, and topics such as \deep web" (under 1%), \business processing", \usage analysis", \data management", \quality & metrics", (all under 2%), \semantics" and \performance" (slightly above 2%) received very few attention. Finally, there is a large majority of \solution proposals" (66%), few \evaluation research" (14%) and even fewer \validation" (6%), although the latter are increasing in recent years