**Author details**

We created several versions of SCORM-based e-Learning portal of the secondary school "Hristo Smirnenski"-Brezovo, which is based on the conceptual framework of the system DeLC and supports SCORM RTE [23]. The latest version of the environment ensures the personali‐ zation in the elementary and static levels. We developed the mechanism of parameterization of the basic BPG-templates and models, and created an authoring tool for the designing and packaging of SCORM-based e-lessons. Ontologies provide developers with predefined resources covering a specific school subject domain that can be used directly in the content. The establishment of educational environment is based on the adaptation of the corporate portal of the Delphi group. For the realization of the educational portal, we used the portal framework Liferay (http://liferay.com), which has implemented LMS of SCORM RTE [24]. There are many services implemented into the portal that supports the training process in

The proposed user model allows to increase the level of personalization in the e-Learning system. This is essential for learners from all forms of training, but is particularly important for students using the distance form of training, pupils with special educational needs, and disabled children. The implementation at the elementary level of the model is provided by the Autho - rules, which depend on stereotyped groups and personas with their access rights to portal resources. Users could be students, teachers, parents, authors of learning content, and so on. If they are students, access must be allowed to educational materials for the appropriate grade, form of training, and so on. If they are teachers, according to their stereotypical information, the mechanism provides them an access to learning resources and services related to their school subjects. If they are authors of educational content, they are allowed access to the Lesson DB for editing and adding of e-Lessons. If they are parents, they are allowed an access to information about their children. Different scenarios for access formalize a sequence of different rules for each group of users managed from the Policy-Engine. The second level of user-modelling is realized through the model for selecting the most appropriate lesson from the repository of lessons – lesson DB and their meta-description by the lesson-vector. The Dynamic Adaptive Level is implemented through the set of Policies of Preferences. The Policy-Engine monitors the behaviour of students and their preference at the relevant lesson and can

Based on the MOOC Integrated Learning Environment (http://ilde.upf.edu/handson3), the authors of e-Learning resources successively pass through several steps – the definition of didactic aims, analysis of educational content, creation of personas, designing of learning scenario, creation of e-Lesson in specialized SCORM authoring environment, share a draft version of the created e-lesson for evaluation, and heuristic analysis from other pedagogical specialists. At each step, the authors directly share with their counterparts in the integrated environment. After the completion of the first cycle and depending on the evaluation, authors can then correct their lessons and again pass through the step-by-step cycle or publish the elesson in the Lesson DB of education portal. This process is cyclical and leads to the continuous

different subjects and raises the level of interactivity in learning.

144 E-Learning - Instructional Design, Organizational Strategy and Management

dynamically replace the current lesson with a more appropriate one.

**5. Conclusions and future work**

Todorka Glushkova\*

Address all correspondence to: todorka.glushkova@gmail.com

Plovdiv University "Paisii Hilendarski", Bulgaria
