This paper proposes an approach to dynamically compose an adaptive curriculum for e-learning based on a topic-centered resource space. By exploiting the semantic relationships that characterize learning objects (LOs) and learner profile, the approach dynamically selects, sequences, and links learning resources into a coherent, individualized curriculum to address learners’ focused learning need...

New computational tools become available at every faster rates. A fundamental question asks how such tools can help achieve clearly defined learning objectives. This article argues, in a sequence of examples, that computing technologies can much support the implementation of modern pedagogy. The focus is on enhancing a learner centered environment. Of critical importance is that the learner tak...

The growing amount of available learning material nowadays requires a significant filtering effort by students for problem solving tasks. In addition, the choice of the appropriate type of learning material differs depending on the individual learner’s preferences. In this work, we suggest to move from a material-centered to a studentand task-centered approach by integrating and suggesting lear...

As students are engaged in sustained inquiry supported by technology various challenges arise. One particular challenge is how to introduce learning technologies within a currently enacted curriculum. To meet this challenge student supports must both be imbedded within the technology itself (intrinsic supports) as well as within the classroom (extrinsic supports). Learner centered design resear...

ICT integrated active learning has proven to tremendously improve learners’ educational outcomes and their classroom engagement unlike the traditional approach. This can be attributed fact that shifts process activities from teacher-focused become more learner-centered, is guided by ability of students. Through this, learners get experience in own pace. So despite existence differences multipli...

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., ...