Context is paramount in any training scenario, but in
practice the educator is required to consider the motivation, self-assessment, and tacit
knowledge appropriate to e-learning context selection [1]. The instructional strategy
selected for RFID students, however, depends on their current knowledge level, including
business awareness, and on the complexity of the business process=application.
The subject complexity is also a key issue in designing the requisite learning grid,
which in simple terms is the educational resource grid available to students, with the
attendant web-link network and access authorities. Research by Philp and Garner [2] at
Deakin University in knowledge-mediated software engineering identi?¬?ed the need for
context-speci?¬?c dynamics in managing the diverse programming support situations that
may be required. Students seeking to understand corporate information security management
risks in a data hosting organization, for example, would usually be challenged
by wireless LAN implementation schematics, such as the referenced context shown in
Figure 6.1, without access to associated instructional links (e.g., virtual private network
instruction).
More generally, the management of subject complexity requires student access to relevant
explanation knowledge without having to prompt the student. The ability to personalize
context selection and dynamic support, rather than rely on the usual helpdesk solution, is
seen to be a CSF for e-learning management in frameworks that rely on learning grids.
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