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.

. This paper discusses the problems of developing adaptive self-explaining interfaces for advanced World-Wide Web (WWW) applications. Two kinds of adaptation are considered: incremental learning and incremental interfaces. The key problem for these kinds of adaptation is to decide which interface features should be explained or enabled next. We analyze possible ways to implement incremental learning and incremental interfaces on the WWW and suggest a "user as student" approach. With this approach, the order of learning or enabling of interface features is determined by adaptive sequencing, a popular intelligent tutoring technology, which is based on the pedagogical model of the interface and user knowledge about it. We describe in detail how this approach was implemented in the InterBook system, a shell for developing Web-based adaptive electronic textbooks. 1 Introduction Current advanced World Wide Web-based applications are more than networks of static hypertext pages. They offer ...

This paper presents an Expert tutoring system (E-TCL) for teaching computer programming languages through WWW. In this version, many teachers can cooperate together to put the curriculum of one/more computer programming language(s). Their contributions may include: (a) add or modify the commands ’ structure that will be taught; (b) generate different tutoring dialogs for the same command; and (c) generate different tutoring styles. On the contrary, the students can access the system through WWW, select any language they want to learn as well as the style of presentation they prefer and they can exchange their experiences. A personal assistant agent for teachers (PAA-T), a personal assistant agent for students (PAA-S) with an adaptive interface, and tutoring agent (TA) has been built. The TA resides on the server side and communicates via HTTP and IIOP with both the PAA-T and PAA-S on the clients side. This structure allows customization of the PAA-T and PAA-S to the needs of the teachers and students, without putting extra burden on the server. In addition, this allows having many teacher agents attending to the needs of a single or multiple student agent(s). � 2000 Elsevier Science Ltd. All rights reserved.