ludes a design method for adaptive hypermedia applications and a development process for such applications. UWE is a systematic and object-oriented -- in this way they differ from AHAM -- design and development approach. We propose an integrated methodology for object-oriented development of adaptive hypermedia (Web) applications by presenting an extension to the Unified Modeling Language (UML). As basis for the software engineering approach we have developed the Munich Reference Model, i.e. a Dexter-based reference model which is formally specified using UML and OCL (Koch, 2000). Third Workshop on Adaptive Hypertext and Hypermedia at the 8 th International Conference on User Modeling, Sonthofen, Germany, July 13-17, 2001 Our Approach By way of an analogy to hypermedia engineering (Lowe & Hall, 1999), engineering for adaptive hypermedia applications can be defined as a systematic, disciplined and measurable approach that sup

Adequate documentation of an object-oriented framework is the prerequisite to its success as a reusable component. The overall design of a framework and its intended method of reuse are not obvious from the source code and thus have to be addressed in the documentation. Most importantly, the documentation of a framework has to be structured in such a way that it guarantees the adequate support of three major audiences: users selecting a framework, users learning to develop typical applications based on the selected framework, and users intending to modify its architecture. This paper presents a model for structuring the documentation of an object-oriented framework. The model integrates existing approaches such as patterns, hypertext, program-understanding tools, and formal approaches into a single structure that is geared towards supporting the three audiences. The model will be illustrated using HotDraw, a Smalltalk framework for drawing editors, as an example. We also give a preli...

Electronic Performance Support Systems (EPSS) is a challenging application area for developing intelligent interfaces. Some possible scenarios for using domain, task, and user models for adaptive performance support were explored in the context of the Adaptive Diagnostics and Personalized Technical Support (ADAPTS) project. ADAPTS provides an intelligent, adaptive EPSS for maintaining complex equipment.

Abstract: In this paper an approach is presented how self-regulated learning can be supported and stimulated by visualising knowledge and competence structures in order to provide visual guidance in the learning process. In the field of adaptive systems and related research techniques of intelligent guidance have been developed, which, however, may have the disadvantage of limiting the learner. On the other hand, self-regulated learning gives greater control and responsibility to the learner, however, especially weak learner may have difficulties without provision of guidance. The presented approach combines both offering guidance and granting control over the own learning process. A set of learning tools have been developed which implement and demonstrate the proposed approach. Since knowledge structuring and knowledge visualisation are well established in the field of knowledge management, this approach can be exploited to bridge the research fields of e-learning and knowledge management.

Web-based learning is very advantageous for teachers and learners, specifically if the system adapts itself to the user's personal needs. Yet, many of the currently available systems suffer from the limitations of the underlying Web paradigm. We implemented the SmexWeb framework for Web-based learning systems. This framework increases interactivity between learner and teaching system in two particular ways. The system transfers more valuable information from the client to the server by partially bypassing HTTP as underlying protocol. Furthermore we use a technique we call "Passive Navigation" to give the system a chance to take over control if the user remains inactive for a certain amount of time. To verify our framework we built an interactive course, a so-called SmexWeb application, that was used by first year computer science minor students.

Abstract—This paper presents a concept how a learning environment can be established in 3D space and how it can be adapted to the competence state of a learner. In contrast to existing Learning Management Systems learning paths are spatially represented in 3D space. In this approach the learner can immerse into a virtual learning landscape consisting of learning objects and is guided by highlighting a path through the landscape. Path creation is based on skills which are assigned to learning objects and which make up the learner model. Principles of the self-regulated learning approach is realised by visualising the learner model in 3D space and by giving the learner freedom for the own learning process. An implementation of this approach is realised in the Second Life virtual world which is connected with a Web service managing the adaptation strategy.

Conceptual models and advanced architectures for adaptive hypermedia systems in education

Adaptive Hypermedia content offers personalization. However, (re-)using such material with regular Learning Management Systems is not yet straightforward. Ideally, materials created once should be usable anywhere. One such vehicle for reusability is represented by e-learning standards. Thus, here we describe the extension and evaluation of My Online Teacher (MOT), an adaptive hypermedia authoring system, to which compatibility with IMS Question and Test Interoperability (QTI) and IMS Content Packaging (CP) was added. This way, MOT authors can use materials dedicated to learning process adaptation on any standards-compatible LMS. In this paper we evaluate the converters from MOT to IMS CP and IMS QTI via both qualitative and quantitative analyses. This paper reports our hypothetical findings, their implementations, and the joint results of the evaluations of the converters.

Abstract: In this paper a novel approach is presented how visualisation of knowledge and competence structures can be employed in order to support personalisation in e-learning systems. Information visualisation strategies are used to present ontology-based domain knowledge and related competence structures to the learner. In contrast to adaptive e-learning systems which employ domain and user models for the adaptation and personalisation strategies, the learner uses these visual knowledge maps to decide on the own learning process. Furthermore, visual knowledge maps are used to give feedback to the learner about learning progress and assessment result. Methods and techniques are presented how these maps can be used for visual guidance and feedback. A set of learning tools have been developed which implement and demonstrate the proposed approach.

Adaptive hypermedia is a relatively new direction in research at the crossroads of hypermedia and user modeling. Adaptive hypermedia systems build a model of the goals, preferences and knowledge of each individual user and use this model throughout the interaction with the user, in order to adapt to the needs of that user. Educational hypermedia was one of the first application areas for adaptive hypermedia and is currently one of the most popular and well-investigated. The goal of this presentation is to explain the nature and the mechanism of adaptation in educational adaptive hypermedia and to provide several examples of using adaptive hypermedia in educational and training applications of different natures and complexity.