This was the first time that this internationally recognised tool was used to such an extent and to positive effect in an Irish context.

The realisation of personalised e-learning to suit an individual learner's diverse learning needs is a concept which has been explored for decades, at great expense, but is still not achievable by non-technical authors. This research reviews the area of personalised e-learning and notes some of the technological challenges which developers may encounter in creating authoring tools for personalised e-learning and some of the pedagogical challenges which authors may encounter when creating personalised e-learning activities to enhance the learning experience of their students. At present educators who wish to create personalised e-learning activities require the assistance of technical experts who are knowledgeable in the area. Even with the help of an expert the creation of personalised e-learning activities still remains a complex process to authors who are new to the concept of tailoring e-learning to suit learner diversity. Before the successful utilisation of adaptive authoring tools can be realised, academic authors need to learn how to effectively use these tools. All learners come to education with a diverse set of characteristics; educators need to decide which learner characteristic(s) they wish to focus on addressing through the use of personalised e-learning activities. Further investigation, evaluation and analyses of authoring tools is required before personalised e-learning to support learner diversity can be achieved by many academics. Research members of the AMAS (2013) project team are currently involved in developing an authoring tool for adaptive activities for e-learning.

Academic authors, researchers, PhD, Doctoral, and Master's students, write articles for journals, books, book chapters for inclusion in edited books, papers for conferences and conference proceedings, and so forth as a method of communicating and sharing scholarly research findings. This chapter reviews the supports necessary to learn how to effectively undertake research and successfully publish the findings. These supports could satisfactorily be provided through an e-learning portal or an e-learning platform. An e-learning module could be used to facilitate collaboration amongst staff, researchers, PhD, and post graduate students, who share similar research interests. Staff and students should be encouraged to develop a community of practice with fellow researchers as this relationship could provide beneficial peer support for as long as their research interests evolve and endure.

There are many elements to an individual's life. Each individual engages in a variety of different activities which all require different types or forms of supports. Through family, friends, and colleagues, supports are available for many of the activities in which we engage. But, for students conducting research, specific types of support are necessary that can only be provided by supervisors and peers. This chapter reviews the supports necessary to learn how to effectively undertake research and how these supports could satisfactorily be provided through an e-learning portal or an e-learning platform. An e-learning module could be used to facilitate collaboration amongst student learners and researchers who share similar research interests. Students should be encouraged to develop a community of practice with fellow researchers as this relationship could provide beneficial peer support for as long as their research interests evolve and endure.

This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This chapter reviews the potential use of TEL to provide personalised learning activities to suit individual students learning preferences. In particular the challenges encountered by educators when trying to implement personalised learning activities based on individual students learning preferences.