Context-Aware Recommender Systems for Learning: A Survey and Future Challenges <s> Learning and Cognitive Styles <s> When Linda Silverman and I wrote this paper in 1987, our goal was to offer some insights about teaching and learning based on Dr. Silverman’s expertise in educational psychology and my experience in engineering education that would be helpful to some of my fellow engineering professors. When the paper was published early in 1988, the response was astonishing. Almost immediately, reprint requests flooded in from all over the world. The paper started to be cited in the engineering education literature, then in the general science education literature; it was the first article cited in the premier issue of ERIC’s National Teaching and Learning Forum; and it was the most frequently cited paper in articles published in the Journal of Engineering Education over a 10-year period. A self-scoring web-based instrument called the Index of Learning Styles that assesses preferences on four scales of the learning style model developed in the paper currently gets about 100,000 hits a year and has been translated into half a dozen languages that I know about and probably more that I don’t, even though it has not yet been validated. The 1988 paper is still cited more than any other paper I have written, including more recent papers on learning styles. <s> BIB001 </s> Context-Aware Recommender Systems for Learning: A Survey and Future Challenges <s> Learning and Cognitive Styles <s> Although personalised eLearning can offer many tangible benefits to the entire educational process such as teacher and learner empowerment [Conlan et. al. 2004] [Bajraktarevic et. al. 2003], educational community collaboration and tailored eLearning delivered just in time and just for you, several issues restrict its mainstream appeal. These issues relate to the technical coordination of building instances of such systems, the complexities of developing and composing personalised eLearning offerings and time utilization in testing and appraising the produced personalised eLearning experience. This range of issues can be addressed by identifying and representing the core fundamental requirements of personalised eLearning development environments, personalised eLearning services and the disparate design elements involved with the personalised eLearning development process. This paper will explore the core fundamental requirements of personalised eLearning development environments. <s> BIB002
Learners differ in their preferred way of learning presentation and cognitive processing. Examples for considering different cognitive styles are visual, textual, or auditory presentation of information. Different learning styles include the presentation of examples, presentation of theoretical knowledge, and practical exercises BIB002 . Among others, researchers in TEL often refer to the Felder-Silverman BIB001 and Honey and Mumford  inventory of learning styles that describes learning styles along several dimensions. An interesting analysis of learning style classifications has been presented in  .