According to some embodiments, a system for providing guided instructional design. The system includes at least one processing device and at least one data storage device in communication with the at least one processing device. The at least one data storage device is configured to store information about at least one course. For each course, the at least one processing device is configured to present at least one predetermined course component to a first user, and for the at least one course component: present at least one course parameter, receive at least one first input from the first user in relation to the at least one course parameter, based on the at least one first input and at least one educational design element, present at least one modified course parameter to the first user; and receive at least one second input from the first user in relation to the at least one modified course parameter.

A context-aware adaptive data processing application is described. One or more computing servers establish connections with multiple user terminals to provide an application to the user terminals. The provided application is executable at the user terminals via web browser or a dedication application installed at a user terminal, for example. The provided application is context-aware to dynamically adapt to a user's changing circumstances.

A system and method are disclosed for modularly scheduling learning events in a modular learning system. Information about application services and microlearning events are stored in the modular learning system, with each microlearning event comprising a plurality of learning applications associated with the application services. The modular learning system receives a request from an organizing user to organize a microlearning event, and in response the modular learning system generates a set of services compatible with the event.

A system and method are disclosed for modularly scheduling learning events in a modular learning system. Information about application services and microlearning events are stored in the modular learning system, with each microlearning event comprising a plurality of learning applications associated with the application services. The modular learning system receives a request from an organizing user to organize a microlearning event, and in response the modular learning system generates a set of services compatible with the event.

Methods and systems for modifying a learning path for a user of an electronic learning system. The methods can include: retrieving a set of learning objectives assigned to the user; retrieving the path data associated with the learning path defined for the user, the learning path including a series of actions in respect of one or more resources accessible via the electronic learning system and each action corresponds to at least one learning objective assigned to the user; receiving user response inputs from the user in respect of at least one learning objective; evaluating the received user response inputs to determine a competence level of the user in respect of the at least one learning objective, the competence level indicating a proficiency of the user with the at least one learning objective; and modifying the learning path for the user based on the competence level determined for the user.

Methods and systems for modifying a learning path for a user of an electronic learning system. The methods can include: retrieving a set of learning objectives assigned to the user; retrieving the path data associated with the learning path defined for the user, the learning path including a series of actions in respect of one or more resources accessible via the electronic learning system and each action corresponds to at least one learning objective assigned to the user; receiving user response inputs from the user in respect of at least one learning objective; evaluating the received user response inputs to determine a competence level of the user in respect of the at least one learning objective, the competence level indicating a proficiency of the user with the at least one learning objective; and modifying the learning path for the user based on the competence level determined for the user.

To efficiently assess, prioritize, and re-assess individuals respectively for intervention OR for ongoing programs/activities OR for personalized rehabilitation or training activities: A Computerized Interactive Psychological Assessment Protocol including the steps of: using a predetermined interactive media, interfacing with a client, (A) accepting some predetermined goal-relevant self-assessment responses from the client, regarding the client's respective motivation, belief, know-how, state-of-mind, activity, etc.; (B) accepting self-characterization responses from the client, regarding the client's respective personality; (C) preferably electronically characterizing the responses according to at least one metric from the list: client's response time, client's preference, among interactive task/query modes, and client's respective response physiology; and (D) electronically storing a data representation of the responses and characterizations, along with a time stamping, for use in a longitudinal analysis of the client psychological development.

To efficiently assess, prioritize, and re-assess individuals respectively for intervention OR for ongoing programs/activities OR for personalized rehabilitation or training activities: A Computerized Interactive Psychological Assessment Protocol including the steps of: using a predetermined interactive media, interfacing with a client, (A) accepting some predetermined goal-relevant self-assessment responses from the client, regarding the client's respective motivation, belief, know-how, state-of-mind, activity, etc.; (B) accepting self-characterization responses from the client, regarding the client's respective personality; (C) preferably electronically characterizing the responses according to at least one metric from the list: client's response time, client's preference, among interactive task/query modes, and client's respective response physiology; and (D) electronically storing a data representation of the responses and characterizations, along with a time stamping, for use in a longitudinal analysis of the client psychological development.

A system for checking modifications made to re-configurable hardware and software is described. An example system includes re-configurable hardware and software; a checking tool having a configuration data connection to the re-configurable hardware and software, the checking tool configured to obtain configuration data comprising configuration changes made to the re-configurable hardware and software; a comparator having a comparison data connection to the checking tool, the comparator configured to compare the configuration data with customised configurations within a scoring engine to produce a score for the configuration data; a set and reset initiator having an instruction data connection to a management system; and a hardware and software set and reset tool having an initiation data connection to the set and reset initiator and having a set and reset data connection to the re-configurable hardware and software, the hardware and software set and reset tool configured to reset the re-configurable hardware and software to a predetermined state.

An augmented reality system for developing and providing augmented reality learning experiences is disclosed. The augmented reality system advantageously combines augmented reality with the capabilities of cloud technology to provide a pull-based collaborative model, in which students and instructors collaborate by uploading, sharing, and downloading augmented reality learning content. The augmented reality system enables students to improve the augmented reality learning content by adding contributions to the original augmented reality learning content that was created by an instructor.