Adaptive hypermedia is a new area of research at the crossroads of hypermedia, adaptive systems, and intelligent tutoring systems. Educational hypermedia systems is cirrently the most popular kind of adaptive hypermedia. The goal of this paper is to uncover the secrets of authoring adaptive educational hypermedia. The paper provides a clear structured view on the process of adaptive hypermedia authoring starting from the early design stage. It also reviews a few modern adaptive hypermedia authoring systems that are oriented to educational practitioners.

Adaptive and intelligent Web-based educational systems (AIWBES) provide an alternative to the traditional “just-put-it-on-the-Web ” approach in the development of Web-based educational courseware (Brusilovsky & Miller, 2001). AIWBES attempt to be more adaptive by building a model of the goals, preferences and knowledge of each individual student and using this model throughout the interaction with the student in order to adapt to the needs of that student. They also attempt to be more intelligent by incorporating and performing some activities traditionally executed by a human teacher- such as coaching students or diagnosing their misconceptions. The first pioneer intelligent and adaptive Web-based educational systems were developed in 1995-

Abstract. In this paper we describe an approach to the construction of adaptive tutoring systems, based on techniques from the research area of Reasoning about Actions and Change. This approach leads to the implementation of a prototype system, having a multi-agent architecture, whose kernel is a set of rational agents, programmed in the logic programming language DyLOG. In the prototype that we implemented the reasoning capabilities of the agents are exploited both to dynamically build study plans and to verify the correctness of user-given study plans with respect to the competence that the user wants to acquire.

This paper discusses the problem of horizontal (nonhierarchical) navigation in modern educational courseware. We will look at why horizontal links disappear, how to support horizontal navigation in modern hyper-courseware, and our earlier attempts to provide horizontal navigation in Webbased electronic textbooks. Here, we present map-based navigation-- a new approach to support horizontal navigation in open corpus educational courseware that we are currently investigating. We will describe the mechanism behind this approach, present a system KnowledgeSea that implements this approach, and provide some results of a classroom study of this system.

Despite the fact that adaptive hypermedia techniques have proven their ability to provide user guidance and orientation in hyperspace, we do not currently see the widespread adoption of these techniques. A couple of reasons may explain this phenomenon. One of them is the current lack of re-usability and interoperability between adaptive techniques/systems, which – to some degree – originates in the so-called “open corpus problem” found in adaptive hypermedia. In this article, we analyze this problem in a popular arena: adaptive hypermedia systems with an emphasis on education. The origins and effects of the open corpus problem are discussed, and recent approaches are demonstrated that have – in one way or the other – developed as strategies for solving the open corpus problem. We summarize these findings and discuss how solution strategies can be successfully employed in the future, enabling adaptive hypermedia techniques within open, dynamic information spaces, such as the Semantic Web.

Existing approaches to ontological support in courseware are focused on the annotation of hypermedia nodes or contents, while links are described only by classifying them into a set of predefined types. In this work, we describe the concept of Learning-Link as an independent and reusable learning resource that can be annotated with terms defined in a link ontology. The computational semantics of that ontology, combined with fuzziness to specify graded relations, enables the implementation of extended adaptive behaviors that entail inferences and approximate reasoning. 1.

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A new approach to adaptive web-based instruction is outlined and advocated, which is based on models and principles that allow the course material to organize itself. This is particularly useful when course material originating from multiple authors is to be combined into a coherent whole.

In this article we present the most recent advancements of a research aimed at applying reasoning techniques to the design and implementation of adaptive services in tutoring systems. In particular, we faced tutoring tasks necessary to study plan construction and validation, and proved the usefulness of reasoning about actions techniques such as planning, temporal projection and temporal explanation.

Abstract: Uncertainty in knowing and communicating affect all aspects of modern life. Ubiquitous and inevitable uncertainty, including ambiguity and paradox, is particularly salient and important in knowledge building communities. Because knowledge building communities represent and evolve knowledge explicitly, the causes, effects, and approaches to this “epistemological indeterminacy ” can be directly addressed in knowledge building practices. Integral theory's approach (including “methodological pluralism”) involves accepting and integrating diverse perspectives in ways that transcend and include them. This approach accentuates the problems of epistemological indeterminacy and highlights the general need to deal creatively with it. This article begins with a cursory analysis of textual dialogs among integral theorists, showing that, while integral theory itself points to leading-edge ways of dealing with epistemological indeterminacy, the knowledge building practices of integral theorists, by and large, exhibit the same limitations as traditional intellectual discourses. Yet, due to its values and core methods, the integral theory community is in a unique position to develop novel and more adequate modes of inquiry and dialog. This text explores how epistemological