The Challenge of eCompetence in Academic Staff Development, Mac Labhrainn, I., McDonald Legg, C., Schneckenberg, D., Wildt, J., Galway: CELT, 2006. Released under Creative Commons licence. Attribution Non-Commercial 2.0. Some rights reserved. www.ecompetence.info ECOMPETENCE SKILLS FOR ADAPTIVE LEARNING ENVIRONMENTS IN HIGHER EDUCATION Maria Grigoriadou, Kyparisia A. Papanikolaou, Grammatiki Tsaganou, Evangelia Gouli and Agoritsa Gogoulou Education and Language Technology Group Department of Informatics and Telecommunications University of Athens Greece Abstract Adaptive Learning Environments (ALE) in Higher Education aim to provide academics with flexible learning tools that fulfil the needs of a heterogeneous learning community. ALE can be used to enhance traditional teaching as well as web-based instruction and can promote the implementation of alternative, open modes of learning and instruction. The utilisation of ALE in the educational process requires academics to adopt new didactical approaches, exploit innovative tools and subsequently possess the necessary competences at the technology and education level. The Education and Language Technology Group 1 at the Department of Informatics and Telecommunications, University of Athens, has developed a number of learning environments/tools with adaptive capabilities aiming to contribute and strengthen a variety of instructional and learning processes. In this paper we elaborate on eCompetence skills for using ALE in higher education and specifically for using the learning environments/tools we have developed, which focus on Adaptive Educational Hypermedia Systems, Reflective Tutorial Dialogue Systems, Assessment Tools and Synchronous Text-based Communication in Computer Supported Collaborative Learning. 1. Introduction Research on learning has offered new insights into the instruction and learning process resulting in environments that are student-centred, encouraging students to take control over their own learning and collaborate with other students, connect school to real-life situations and focus on understanding and thinking. Moreover, research shows that there are major developmental differences in learning and that learning is enhanced when students’ individual characteristics are taken into consideration. In this context, Adaptive Learning Environments (ALE), designed on the basis of modern learning theories, aim to provide academics with flexible learning tools that fulfil the learning needs of a heterogeneous learning community. ALE can be used in Higher Education to promote the implementation of alternative, open modes of learning and instruction, enhancing traditional teaching as well as web- based instruction. However, the utilisation of these environments requires academics to adapt their work culture, change their attitude towards the instruction process, adopt new didactical approaches and exploit innovative tools for enhancing teaching and learning. We have developed a number of learning environments/tools with adaptive capabilities, aiming to contribute and strengthen a variety of instructional and learning processes. More specifically, these environments/tools support adaptive content delivery, enhance learners’ reflection, exploit alternative assessment tools such as concept maps, provide personalised feedback and facilitate learners’ communication in collaborative activities. To integrate such tools in the educational process, academics need to appreciate their educational value and understand the underlying pedagogical theories and instructional design. In this paper we 1 http://hermes.di.uoa.gr