## 2 Inclusive Personalization Support in Formal E-Learning Scenarios
\begin{table}
\begin{tabular}{|p{56.9 pt}|p{142.3 pt}|p{142.3 pt}|} \hline
**Acronym** & **Name** & **Objective** \\ \hline
**ADL** & **Sharable Content** & **Defines the interrelationship of content objects, data models and protocols such that objects are sharable across systems that conform to the same model.** \\ \hline
**IEEE-LOM** & **IEEE Learning** & **Specifies which aspects of a learning object should be described and what vocabulary can be used in that description.** \\ \hline
**IMS-Afa** & **IMS Access for All** & **Defines and describes resource accessibility to match individual’s requirements.** \\ \hline
**IMS-CP** & **IMS Content** & **Describes data structures that can be used to exchange data between systems that wish to import, export, aggregate, and disaggregate packages of content.** \\ \hline
**IMS-LD** & **IMS Learning** & **Describes the structure of tasks and activities assigning them to roles and the flow of units of learning; supports the use of a wide range of pedagogies in on-line learning.** \\ \hline
**IMS-LIP** & **IMS Learner Information Package** & **Collects information on learners, individually or in groups.** \\ \hline
**IMS-MD** & **IMS Metadata** & **Same as IEEE-LOM, since it adapts it.** \\ \hline
**IMS-QTI** & **IMS Question and Test Interoperability** & **Describes questions and tests to allow the interoperability with assessment systems.** \\ \hline
**IMS-RDCEO** & **IMS Reusable Definition of Competency or Educational Objective** & **Provides a data model for the definition of competences to create a common understanding of the skills that are presented as part of a learning system or a career plan.** \\ \hline
**ISO/IEC** & **Individualized adaptability and accessibility in e-learning, education and training** & **Describes the needs and preferences of learners and provides a description of the relevant digital learning resources so that individual learning preferences and requirements of the learner can be met through user interface tools and appropriate digital learning resources.** \\ \hline \end{tabular}
\end{table} 
Table 1: Standards for personalization and accessibility. Moreover, in line with advances on the Semantic Web [20], a wide set of specifications exist to support the semantic description and reusability of learning items in several platforms. There are standards that impinge on personalization and accessibility issues, which cover user models, learning scenarios, interaction preferences, device capabilities and metadata for specifying the delivery of resources to meet users' needs [10]. A summary of previous compilations on these standards is reported elsewhere [22]. Table 1 lists them in alphabetical order and compiles the acronym, the full name and the main objective of the standard to offer an inclusive personalized support in the learning process. Thus, efforts are being made towards building the third generation of LMS following a fully service-oriented approach. Moreover, the offer of a wide set of specifications contributes to lead this efforts towards the semantic web. Therefore, it is expected that the required semantic support for information exchange among components will be available in the near future. In this context, solutions that allow offering personalized inclusive support in service-oriented and standards-based LMS are of value. Bearing this in mind, and from our previous experience in providing standards-based personalized scenarios on top of LMS [23], we came up with a proposal focused on developing Semantic Educational Recommender Systems (SERS), which are described in the next sections.