Co-authoring personalised educational content: teachers’ perspectives

In this paper we investigate how authoring activities of adaptive educational hypermedia content may cultivate e-learning content development skills, and promote reflection on learning design issues. Developing content for adaptive educational hypermedia systems is a demanding task that engage authors in self-explanatory activities and deep investigation of resources that correspond to learners’ multiple profiles and confront to specific learning design principles implied by the authoring tool. In this paper we present an empirical study where teachers worked in groups and used INSPIREAuth to author content for INSPIRE and review content developed by peers. The strategies they used, the benefits they recognised and the difficulties they faced in this process, are described. The possible implications for extending the design of INSPIREAuth are briefly discussed.