International Conference on Computer Systems and Technologies - CompSysTech’2004 - IV.12-1 - Modelling of e-Learning Processes: an Approach Used in Plovdiv e-University George Totkov, Elena Somova, Mariana Sokolova Abstract: Most of the e-Learning systems don’t have means for modelling a learning process and in particular the structure and content of the virtual learning courses. In PeU learning environment virtual courses are designed by using directed graph with nodes of two types: informative (learning materials or groups of them – AND, OR, MORE etc.) and controlling (Join_Split, Repeat, Check_Point, etc.). For the development and editing of courses in PeU, the authors use environment with visual programming elements. Key words: Modelling of e-Learning Process, Learning Graph, Test Assessment 1. Introduction The main objectives aimed at during the design and creation of the future e- Learning Environments (ELE) are based on platforms not depending on the application area. Such environments should support the learner through the whole learning period – from the defining of the goals to the assessment of the results and construction of courses that are user adapted. The dynamic progress of the information and communication technologies led to a certain dropping behind of the process of creation of adequate education software. Most ELE prototypes don’t provide environments for publishing the learning materials by the authors or for reusable learning objects or means. A serious disadvantage of the known systems is the accent on the formal learning environment (operations and manipulations on objects) instead of on the instructive side (concepts and relations between them). Only some of the existing virtual environments offer services for the authors of learning materials – distance publishing and republishing of learning materials in a database (DB). Other disadvantages of the known systems are: the learning materials are mainly in English; high price; the system use from teachers and learners requires Internet connection; few possibilities for feedback are offered to the teachers, etc. Despite of the laid down tendencies in the development of the e-Learning systems, it’s difficult to predict the determining characteristics of the next stage of their development. The amazing progress of Information Technologies in USA and the dropping behind of Europe in the development of e-Learning, caused the initiative ‘e-Learning: Designing tomorrow’s education’ [3], ratified by the European commission on 25.5.2000. The answers of the following questions are especially important: how will the future e- Learning systems look like; what kind of new ideas and technologies will be used for their realization; is it possible to predict their main functional characteristics and elements; what new methods for learning, support, communication and management of the process of education will be provided, etc. The main three trends in the development of the future ELE are related to the application of cognitive methods/elements, integrating with other subsystems (of management, planning, etc.) and changes influenced by the new technologies [13]. Examples of elements and models supposed to be used in the realization of future ELE are: metadata and ontology for knowledge representation; fuzzy models of the learners and the teachers; intelligent support of the creation process of learning materials; test assignments and courses; learning cooperation and support; etc. It’s also predicted that there will exist automated support of dynamic learning strategies based on: specific user necessities; semantic Web-structures; Web-management of learning objects; teacher’s models (including formal models of professional qualities); grouping of learners with similar models and creation of environments for group work; communication with the teachers and information exchange with them; relation of the learner’s models with the