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The functionality of the proposed development

The prototype responsive learning system (RLS) will be informed by the outcomes from Rapid Evidence Assessment (REA) of the available research on personalised learning systems, analysis of usability test results, accessibility testing and learning analytics data. The structure of the RLS as shown in Figure One below, is modelled on a prototype of the Global Public Inclusive Infrastructure (GPII;http://gpii.net/node/108), which delivers online content in the format required by the user by combining information about the user’s personal preferences and needs with information about the device they are using to via information stored on a secure server and hosted in the cloud. The user can login to their profile from any computer to retrieve their personal profile, which is combined with information stored in the cloud about their client side device to communicate the information back to the LMS, which in turn can deliver the LMS content in a format that best meets the individual user’s needs. An option to output the profile information to a USB is available, enabling the user to launch their profile from any device that supports a flash drive, thereby overcoming potential situations where they are unable to access the network, but still need to launch assistive software to improve the user experience.

Responsive Learning Design Model

Figure 1: Visual representation of the adaptive RLS to be developed as a Moodle component

The sustainability of the development: The system will be developed as open source and packaged, available for download from the project website at the completion of the project. The RLS will be able to be adapted by other institutions to suit their teaching and learning, and technical contexts. It will be available as a packaged component for use in open source Learning Management Systems such as Moodle (see Bacus, 2010 for review of the uptake of learning management systems), and as a standalone RLS that can be used by students to access a wide variety of learning platforms (including social media). This approach provides maximum flexibility for integration of the system in the higher education sector and the commitment of the open source community to ongoing development of the RLS (see Prof Gregg Vanderheiden’s attached letter) will ensure the ongoing sustainability of the project.

The scope of the project and technical supports available: The system will extend on previous development undertaken by team members through two previously completed ALTC funded projects led by A/Prof Denise Wood and will be hosted on the same server. Members of the project team as well as Professor Gregg Vanderheiden, Trace Centre, University of Wisconsin-Madison and Co-Director of the Raising the Floor (RtF) not-for-profit organisation, will be building on their existing expertise and applying these skills to the development of the RLS. There is budget allocation for the programmer who has worked on our previous ALTC funded projects to work with the project team on the development of the prototype. We will also be working collaboratively with the RtF open source community to harness the considerable expertise available among open source developers, and thereby extend the international engagement and reach of the project.