Web ever-growing generalization and its use in educational settings is impelling the development of high-quality educational hypermedia applications. Hypermedia systems complexity has promoted the use of abstract hypermedia models to capture the most relevant characteristics of these systems. Current models put the stress on hypermedia components and its hyperlinking structure (e.g. Dexter Mode...

In this paper we focus on adaptive instruction and especially on the educational perspective that should underlie the development of web-based Adaptive Educational Hypermedia (AEH) systems used for Internet-based distance education. A design rational and guidelines are proposed for adaptive instruction in the context of AEH systems, which unify several processes that formulate system’s adaptati...

In this paper we propose a set of guidelines for an adaptive authoring environment of adaptive educational hypermedia. This set consists of relevant and necessary functionalities of authoring systems (AS) for adaptive teaching and/or learning environments (LE). We extracted the core functionalities by analysing MyEnglishTeacher (MyET) and AIMS two independently designed and built AS for adaptab...

Adaptive hypermedia courseware benefits from being distributed over the Web: content can always be kept up-to-date, discussions and interactions between instructors and learners can be supported, new courses can easily be distributed to the students. Nevertheless, adaptive hypermedia systems are even in the web context still stand-alone systems as long as they lack the ability to integrate and ...

For a few years, the concept of hypermedia has become closely related to the eLearning thanks to its important contribution covering informational, navigational and interactional dimensions. However, the various studies and experiments carried out recently made it possible to identify certain possibilities for improvements being able to be beneficial with the process of learning. One of these i...

Creating and maintaining adaptive educational applications is a hard work for teachers and developers. In order to help the author to perform these tasks the e-learning systems must provide authoring and management tools. In this chapter we are going to describe several useful tools for working with adaptive educational hypermedia systems, concretely with the AHA! system. AHA! is an well-known ...

Ontologies and metadata standards for the Web can be used to achieve personalization and reuse of content in Educational Adaptive Hypermedia Systems. Web Ontologies can represent the knowledge of the system concerning the educational content, the domain to be taught, and the learner’s profile enabling intelligent behavior in building personalized learning objects. Interoperability to reuse of c...

Currently, adaptive educational hypermedia systems (AEHS) are described with nonuniform methods, depending on the specific view on the system, the application, or other parameters. There is no common language for expressing functionality of AEHS, hence these systems are difficult to compare and analyze. In this paper we investigate how a logical description can be employed to characterize adapt...

The aim of this paper is presenting the modules of the Adaptive Educational Hypermedia System PCMAT, responsible for the recommendation of learning objects. PCMAT is an online collaborative learning platform with a constructivist approach, which assesses the user’s knowledge and presents contents and activities adapted to the characteristics and learning style of students of mathematics in basi...

The aim of this paper is presenting the recommendation module of the Mathematics Collaborative Learning Platform (PCMAT). PCMAT is an Adaptive Educational Hypermedia System (AEHS), with a constructivist approach, which presents contents and activities adapted to the characteristics and learning style of students of mathematics in basic schools. The recommendation module is responsible for choos...