**1. Introduction**

158 E-Learning – Organizational Infrastructure and Tools for Specific Areas

retrospect their learned knowledge and refine them to solve another problem in test. The test assesses learners' concept in making an action plan and examines their abilities to solve

The design feature of MALESAassessment is based on the principles described on the chapter "From case-based reasoning to problem-based learning" (Eshach & Bitterman, 2003) and four-stage CBR-cycle design on the book of "Applying Case-Based Reasoning: Techniques for Enterprise Systems" (Watson, 1997) (see Fig. 13). The four-stage open-ended cycle and concepts-in-action designs help to refine an existing case and construct a new case from the raw/previous cases. In the assessment, learners retrieve the similar cases from the CBR knowledge base; reuse the cases to attempt to solve the existing problem; revise the proposed solutions to solve the new problem; and retain the new solution as their answer to

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a physical troubleshooting problem.

solve the test problem.

**9. References** 

E-learning in architectural and spatially related fields can be examined from two different perspectives, each having quite specific and complex implications. By discussing e-learning *in* architecture we inspect the scope of e-learning tools and practices within the architectural domain, the visual nature of education and professional training of architects, and the state of the art of e-learning implementations, together with their practicality and limitations. While these are the first areas that come to mind when considering e-learning in relation to architecture, there is another also very relevant and sometimes overlooked aspect: that of e-learning *about* architecture. In the latter, we introduce not only the professional but also the broader, non-expert public into the process of acting within, and shaping of, their spatial environments. This aspect raises burning questions regarding the communication abilities of the actors involved, holding their attention, ingraining sustainable principles and getting the messages across the invisible, but perennial expert / non-expert divide. E-learning *in* and *about* architecture not only offers opportunities for both sides to learn but also to get to know each other better.

The chapter first introduces and highlights the common aspects of e-learning within the architectural domain, followed by e-learning for experts, through what we have named e-learning *in* architecture, describing specifics and presenting an example of one of the e-learning initiatives. It is followed by a subchapter describing aspects of e-learning *about* architecture and sustainable principles of space interventions for broader audience of nonexperts involved in the lifelong learning processes (LLP). Similarly, the subchapter concludes with an example of an e-learning tool in action and the reflections on the research presented. The chapter concludes with discussions of 'lessons learned' and ranking of new opportunities in professional and lifelong e-learning prospects in architecture and its related fields.
