Modern information technologies are transforming the way people learn. E-learning provides new possibilities for personalized learning at home or in the workplace, reduces the need for costly classroom training, and enables an optimal balance between tradi

Organization Initiators of E-Learning projects should be prepared to changes of structures and processes as a result of the introduction of media based learn methods. Man A successful realization of E-learning projects presupposes the analysis of target groups. Wilbers [5] distinguishes several dimensions concerning the requirement on the part of potential users: the principle of learning, the principle of curriculum and the principle of competence. The principle of learning contains personal styles, aims, the speed of learning and motivations, that have to be analyzed as conditions of the field of work and learning. Trainers must ask for the available technical knowledge of the future users. Those have to know and understand the important terms. Furthermore, they have to be able to apply the central tools. Moreover the experiences of the learners with the internet have to be examined as their experiences with online-teaching, the use of learn programs, the use of web-based services. Curriculum principle means the consideration of the learner’s future professional situation. The principle of competence is seen as the task to get a picture of the competencies that should be realized and their connection to further aims. Technique The technical conditions have to focus on human needs. They have to support the users in facilitating the processes of learning and working. E-Learning should integrate - concerning man - all processes of management of information and management of working, -concerning organization - administration and winding-up, the culture of organization and its aims. Existing communication structures are to be proven if there is a possibility for implementation. The technical infrastructure functions as a City of knowledge“ [4]. An E-Learning project is successful, if it stands the test in all three mentioned dimensions. Changes in one of them must effect changes in the other ones [6]. Now we will concentrate on our project TeleTASK. We want to introduce you to our ideas, that lead to a successful realization of our teleteaching project.2. THE TELE-TASK CONCEPTThe tele-TASK system was originally deployed for recording, transmission and archiving of the computer science lecture "Information security in open networks" at the university of Trier in the summer semester 2002. High access numbers express the perfect problem-free and easy possibilities of using tele-TASK. In this semester another lecture titled "Internet security" is being offered at the University of Trier and simultaneously transmitted to Beijing University of Technology, China. Here Chinese students take part in the lecture via Internet together with students in Germany. Practical testing proves that our solution is successful. In the following, we would like to introduce the new "easy to use" internet based teleteaching package teleTASK, which accomplishes all requirements to modern teleteaching systems. Furthermore, we will present the complete all-in-one solution "T-Cube", which allows you to create online-courses on the fly without previous training for students and operators(!). In reference to the target group analysis we expect to have students, which are able to use a standard web browser. We will later see, that tele-TASK has no further requirements subjected to the technical abilities of the learners.2.1 The Content Creation ProblemToday, there are several ways of electronic content creation for online courses. The most common way is to create the content of the lecture for web-use by means of creating static or dynamic web pages with HTML or PHP. The disadvantage of this method is the extremely high cost for development. On the average, one can calculate one person working for a half up to a full year for the preperation of electronic learning content