Personalised Learning: Educational, Technological and Standardisation Perspective

The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective.The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective

Personalised Learning: Educational, Technological and Standardisation Perspective

The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective.The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective

A massive hemorrhagic pleural effusion does not exclude the diagnosis of tuberculosis: a case report

We report a case of an immunocompetent 18-year-old man with a massive hemorrhagic, exudative, lymphocytic pleural effusion. Blind transthoracic pleural biopsy showed granuloma formation, while the pleural fluid culture was positive for Mycobacterium tuberculosis, confirming the diagnosis of primary tuberculous pleuritis. A massive hemorrhagic pleural effusion is extremely rare in tuberculosis, but tuberculosis is a very protean disease and should always be included in the differential diagnosis of pleural effusion

Designing mobile learning experiences

This paper reviews existing applications of mobile learning, and discusses some design issues for the development of mobile learning experiences

Personalised Learning: Educational, Technological and Standarisation Perspective

The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience.  The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective

Personalised Learning

The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners' experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective

Layered evaluation of adaptive learning systems

Abstract: This paper suggests an alternative to the traditional ‘as a whole’ approach of evaluating adaptive learning systems (ALS), and adaptive systems, in general. We argue that the commonly recognised models of adaptive systems can be used as a basis for a layered evaluation that offers certain benefits to the developers of ALS. Therefore, we propose the layered evaluation framework, where the success of adaptation is addressed at two distinct layers: • user modelling • adaptation decision making. We outline how layered evaluation can improve the current evaluation practice of ALS. To build a stronger case for a layered evaluation we re-visit the evaluation of the InterBook where the layered approach can provide a difference and provide an example of its use in KOD learning system

Development of educational software for teaching daily life skills to students in the spectrum of autism

This paper describes an educational software that is currently under development, aiming to enhance the social skills of children in the spectrum of autism. The learning scenarios involve authentic tasks designed to assist students with autism with their daily living skills (such as preparing a shopping list, making payments, etc). This work draws on previous research which acknowledges the beneficial role of computer-assisted instruction and structured teaching for the education of students with autism. The development of the software adopts the principles of user-centred design (e.g. following an iterative design approach) and specific emphasis is given to the usability of the user interface. Preliminary results through expert-based evaluation have provided very positive comments for the learning effectiveness and the usability of the educational software