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The user behavior data generated in the TELECI learning environment with additional short, easy-to-use multiple-choice questions before and after each content subunit are used for visualization and correlation analysis. Three user behavior data clusters were identified in data landscape. The student behavior change among the TELECI-clusters was used for TELECI learning support algorithm design. The student performance data before and after learning the econtent were used for knowledge acquisition model design. This model is based on the assumption that knowledge acquisition of real e-content can be quantified by superposition of the impact of learning "perfect" content, too easy content, and too complicated content. The learner knowledge acquisition surface is calculated on this assumption. The data of real course learner knowledge acquisition are located on this surface as "telecides". Telecides are the visualization of the appropriateness of an e-content unit for the needs of the specific learner or learners target group.1

In this report in addition to previous results we present the evaluation results of multi-screen e-learning courses – eBig3. It is a new approach and technology to lifelong learning embodying effective integration of popular television, Internet, and mobile phones technologies. We present the results of ten eBig3 pilot courses delivered in 2013 in Latvia. The target group of eBig3 courses was society at large. It demonstrates radical increase of registration in eBig3 courses compared with the traditional registration in the Internet. The course delivery was more successful than that of blended learning courses. The new approach strongly increases the availability of e-courses, and contributes to closing the gap between the expectations for future life-long-learning and real achievements. We didn’t observe connection between learner’s age and attitude towards the usage of SMS in the eBig3 approach.

Technology enhanced learning becomes the commonness in the nowadays educational process. Modern information systems open new departure in teaching and learning methods, enhance learners' critical thinking, reflection and competence development, broaden the ways in which the students are engaged in class activities, and as a result, lead up to the changes in existing educational paradigms. Latter findings acquired from the piloting of the experimental information system, based on multiscreen, so-called eBig3, approach, showed positive results in learners involvement into knowledge acquisition process by using of e-, t- and m- technology. This course demonstrated also another system's feature which has let its users had substantial benefit - the diminished dropout rate. It has spurred researchers on further development of the user-friendly adaptive system equipped with appropriate feedback generating tools. This paper observes possible solutions to improve the system's messaging tool and make it more intelligent. Conceptual design and algorithmic model of the proposed adaptive integrated technological system with the integrated feedback tool is introduced. The idea reposes on the observations that system user behaviours appeared in patterns and that these patterns reappeared with a number of learners; accordingly, they might be separated into a number of data sets and, based on that, several user groups depending on their behaviour patterns could be formed. Proposed system will have to generate appropriate messages from the message repository to corresponding user. This messaging system will be able to send both SMSs and emails to learners and course tutors. It will also support collaborative activities within e-learning environment.

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