Learning styles, personalisation and adaptable e-learning

Common Learning Management Systems (for example Moodle [1] and Blackboard [2]) are limited in the amount of personalisation that they can offer the learner. They are used widely and do offer a number of tools for instructors to enable them to create and manage courses, however, they do not allow for the learner to have a unique personalised learning experience. The e-Learning platform iLearn offers personalisation for the learner in a number of ways and one way is to offer the specific learning material to the learner based on the learner's learning style. Learning styles and how we learn is a vast research area. Brusilovsky and Millan [3] state that learning styles are typically defined as the way people prefer to learn. Examples of commonly used learning styles are Kolb Learning Styles Theory [4], Felder and Silverman Index of Learning Styles [5], VARK [6] and Honey and Mumford Index of Learning Styles [7] and many research projects (SMILE [8], INSPIRE [9], iWeaver [10] amonst others) attempt to incorporate these learning styles into adaptive e-Learning systems. This paper describes how learning styles are currently being used within the area of adaptive e-Learning. The paper then gives an overview of the iLearn project and also how iLearn is using the VARK learning style to enhance the platform's personalisation and adaptability for the learner. This research also describes the system's design and how the learning style is incorporated into the system design and semantic framework within the learner's profile.

Can the use of supplementary video and audio materials support student understanding of 3D animation? Some results, analysis and conclusions

A project within a computing department at the University of Greenwich, has been carried out to identify whether podcasting can be used to help understanding and learning of a subject (3D Animation). We know that the benefits of podcasting in education (HE) can be justified, [1]; [2]; [3]; [4]; [5]; [6] and that some success has been proven, but this paper aims to report the results of a term-long project that provided podcast materials for students to help support their learning using Xserve and Podcast Producer technology. Findings in a previous study [6] identified podcasting as a way to diversify learning and provde a more personalised learning experience for students, as well as being able to provide access to a greater mix of learning styles [7]. Finally this paper aims to present the method of capture and distribution, the methodologies of the study, analysis of results, and conclusions that relate to podcasting and enhanced supported learning.

Kinematics and EMG analysis of expert pole vaulter's lower limb during take off phase (P218)

Introduction: The critical phase, in jumping events in track and field, appears to be between touchdown and take-off. Since obvious similarities exist between the take off phase in both long jump and pole vault, numerous 3D kinematics and electromyographic studies have only looked at long jump. Currently there are few detailed kinematics electromyographic data on the pole vault take-off phase. The aim of this study was therefore to characterise kinematics and electromyographic variables during the take-off phase to provide a better understanding of this phase in pole vaulting and its role in performance outcome. Material and methods: Six pole-vaulters took part in the study. Kinematics data were captured with retro reflective markers fixed on the body. Hip, knee and ankle angle were calculated. Differential bipolar surface electrodes were placed on the following muscles of the take-off leg: tibialis anterior, lateral gastrocnemius, vastus lateralis, rectus femoris, bicep femoris and gluteus maximus. EMG activity was synchronously acquired with the kinematic data. EMG data were rectified and smoothed using a second order low pass Butterworth Bidirectional filter (resulting in a 4th order filter) with a cut-off frequency of 14 Hz. Results: Evolution of hip, knee and ankle angle show no significant differences during the last step before touchdown, the take-off phase and the beginning of fly phase. Meanwhile, strong differences in EMG signal are noted inter and intra pole vaulter. However for a same subject the EMG activities seem to converge to some phase locked point. Discussion: All pole vaulters have approximately the same visible coordination This coordination reflects a different muscular control among pole vaulters but also for a considered pole vaulter. These phase locked point could be considered as invariant of motor control i.e. a prerequisite for a normal sequence of the movement and performance realization.