Colin Tattersall

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Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However, efficient and(More)
Learning technologies offer new opportunities to meet the rapidly growing demand for new, constructivist ways of learning (such as competency-based, collaborative or adaptive learning). They have the potential to act as catalysts for more effective exchange and reuse of learning objects to enable personalised learning. This article examines the extent to(More)
Adaptation in eLearning has been an important research topic for the last few decades in computerbased education. In adaptivity the behaviour of the user triggers some actions in the system that guides the learning process. In adaptability, the user makes changes and takes decisions. Progressing from Computer Based Training and Adaptive Hypermedia Systems,(More)
Mapping the specification IMS Learning Design and the Course Management System Moodle is a logical step forward on interoperability between eLearning systems and specifications in order to increase the best acceptance of the specifications into the widespread world of the eLearning systems and to ensure the standardization of the outputs from the systems to(More)
This article describes a framework for the integration of e-Learning services. There is a need for this type of integration in general, but the presented solution was a direct result of work done on the IMS Learning Design specification (LD). This specification relies heavily on other specifications and services. The presented architecture is described(More)
Lifelong learning puts learner self-direction centre-stage. However, increased responsibility should not come at the price of over-burdening or abandonment of learners as they progress along their learning journey. This paper introduces an approach to wayfinding support for lifelong learners based on self-organisation theory. It describes an architecture(More)
As we move towards distributed, self-organized learning networks for lifelong learning to which multiple providers contribute content, there is a need to develop new techniques to determine where learners can be positioned in these networks. Positioning requires us to map characteristics of the learner onto characteristics of learning materials and(More)
We investigate incentive mechanisms to increase active participation in Learning Networks (LNs). The LN under study is LN4LD, an LN for the exchange of information about the IMS Learning Design specification. We examine how to encourage learners in LN4LD to contribute their knowledge, and whether incentive mechanisms can increase the level of active(More)