Anytime-Anywhere: Personalised Time Management in Networking for e-Learning

Personalisation in the provision of higher education (HE) has gained traction driven by socio-economic, demographic, and employment changes in the student population.  Concomitant with these changes is the evolving capability and ubiquity of mobile technologies.  These developments have resulted in interest in e-learning to accommodate the diverse student population and leverage the power of mobile technologies.  To address the changing educational demands ‘anytime-anywhere' personalised e-learning utilising mobile technologies is becoming ubiquitous in the domain of HE, and increasingly e-learning is embracing Web 2.0 technologies to provide networking functionality at both a pedagogic and personal level.  Personalisation requires the creation of an individual's profile (termed a context), a context defining and describing a user's current state.  This article considers personalised e-learning in a university domain with consideration of networking (in a collaborative and social networking sense).  Following consideration of the factors driving the interest in and take-up of e-Learning (in a mobile context) Web 2.0 technologies will be considered.  The nature of context and context and related research is considered followed by a brief overview of the proposed approach which is designed to enable effective personalisation with constraint satisfaction and predictable decision support.  The article closes with final observations and conclusions

Challenges and Opportunities for the Future of iCampuses

Meeting the educational needs of students currently requires moving towardcollaborative electronic and mobile learning systems that parallel the vision ofWeb 2.0. However, factors such as data freedom, brokerage, interconnectivityand the Internet of Things add to a vision for Web 3.0 that will require con-sideration in the development of future campus-based, distance and vocationalstudy. So, education can, in future, be expected to require deeper technologicalconnections between students and learning environments, based on significantuse of sensors, mobile devices, cloud computing and rich-media visualization.Therefore, we discuss challenges associated with such a futuristic campus con-text, including how learning materials and environments may be enriched byit. As an additional novel element the potential for much of that enrichmentto be realized through development by students, within the curriculum, is alsoconsidered. We will conclude that much of the technology required to embracethe vision of Web 3.0 in education already exists, but that further research inkey areas is required for the concept to achieve its full potential