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Cristea, A. I. (2004). What can <strong>the</strong> <strong>Semantic</strong> <strong>Web</strong> do <strong>for</strong> Adaptive <strong>Educational</strong> Hypermedia? <strong>Educational</strong> Technology & Society, 7 (4), 40-58. What can <strong>the</strong> <strong>Semantic</strong> <strong>Web</strong> do <strong>for</strong> Adaptive <strong>Educational</strong> Hypermedia? Alex<strong>and</strong>ra I. Cristea Faculty of Computer Science <strong>and</strong> Ma<strong>the</strong>matics Eindhoven University of Technology PO Box 513, 5600 MB Eindhoven, The Ne<strong>the</strong>rl<strong>and</strong>s Tel: +31-40-247 4350 Fax: +31-40-246-3992 a.i.cristea@tue.nl Abstract <strong>Semantic</strong> <strong>Web</strong> <strong>and</strong> Adaptive Hypermedia come from different backgrounds, but it turns out that actually, <strong>the</strong>y can benefit from each o<strong>the</strong>r, <strong>and</strong> that <strong>the</strong>ir confluence can lead to synergistic effects. This encounter can influence several fields, among which an important one is Education. This paper presents an analysis of this encounter, first from a <strong>the</strong>oretical point of view, <strong>and</strong> <strong>the</strong>n with <strong>the</strong> help of LAOS, an Adaptive Hypermedia (authoring) framework that has already taken many steps towards accomplishing <strong>the</strong> goals of <strong>the</strong> <strong>Semantic</strong> <strong>Web</strong>. Here we also show how <strong>the</strong> LAOS framework, <strong>and</strong> more specifically, its implementation, MOT (My Online Teacher), can be re-written in <strong>Semantic</strong> <strong>Web</strong> languages, as an exercise of bringing Adaptive Hypermedia <strong>and</strong> <strong>the</strong> <strong>Semantic</strong> <strong>Web</strong> closer toge<strong>the</strong>r. Keywords Authoring of Adaptive Hypermedia, Adaptive <strong>Educational</strong> Hypermedia, XML, XML Schema, RDF, RDF Schema Introduction The <strong>Semantic</strong> <strong>Web</strong> (WC3) (http://www.w3.org/2001/sw/) can be said to be, from a constructivist point of view, all about authoring. That is manually or automatically labelling <strong>the</strong> pieces of in<strong>for</strong>mation with semantically rich annotations which can be fur<strong>the</strong>r interpreted automatically by agents or o<strong>the</strong>r (<strong>Web</strong>) programs. This interpretation – or reasoning – is done based on <strong>Ontologies</strong> (Mizoguchi, 2004). Adaptive Hypermedia (AH) (Brusilovsky, 2001a) is <strong>the</strong> solution to <strong>the</strong> problem of personalization on <strong>the</strong> <strong>Web</strong>, especially <strong>for</strong> <strong>Educational</strong> Systems. Adaptive <strong>Educational</strong> Hypermedia (AEH) (Brusilovsky, 2001b) caters to <strong>the</strong> needs of each individual student, adapts to <strong>the</strong>ir goals (Clif<strong>for</strong>d, 2000); knowledge level (De Bra, & Calvi, 1998); background; interests (Brusilovsky et al., 1996); preferences (Höök et al., 1997); stereotypes (Zakaria & Brails<strong>for</strong>d, 2002); cognitive preferences (Chen & Macredie, 2002) <strong>and</strong> <strong>learning</strong> styles (Stach et al., 2004). What can <strong>the</strong> <strong>Semantic</strong> <strong>Web</strong> bring to adaptive hypermedia that AH doesn't already have? Nothing at a first glance, at least not with respect to <strong>the</strong> richness of adaptation available <strong>for</strong> each student. However as we shall see, this view changes if we talk about <strong>the</strong> scale of <strong>the</strong> adaptation; about <strong>the</strong> extent of in<strong>for</strong>mation accessible <strong>for</strong> adaptation <strong>and</strong> about personalization between different systems. The <strong>Semantic</strong> <strong>Web</strong> comes with new emerging st<strong>and</strong>ards based on evolving <strong>Web</strong> technologies, that allow <strong>the</strong> reuse of material in different contexts, flexible solutions, as well as robust <strong>and</strong> scalable h<strong>and</strong>ling. Again, what does this bring to AH? It is true that traditional AH has been kept within a non-flexible framework working within given parameters <strong>for</strong> each system. There<strong>for</strong>e, flexibility is one characteristic which AH can borrow from <strong>the</strong> <strong>Semantic</strong> <strong>Web</strong>. As we shall see, <strong>the</strong>re are o<strong>the</strong>rs. Intelligence in AH was typically hidden within <strong>the</strong> delivery engine, <strong>and</strong> authoring tools worked with specific systems only. Recently however, authoring of Adaptive Hypermedia has moved towards generic authoring principles (Cristea & Mooij, 2003a), based on semantically labelled reusable material (services, as in Conlan et al.,2003; or relationships, as in AHA!, as described by De Bra et al., 2003a), even towards semantic labelling of behaviour (Cristea & Calvi, 2003). The real solution comes, as previously hinted, from addressing <strong>the</strong> question of interoperability between different systems <strong>and</strong> interfacing. Previous experiments (e.g., Stewart et al., 2004) have shown that a "common language", ISSN 1436-4522 (online) <strong>and</strong> 1176-3647 (print). © International Forum of <strong>Educational</strong> Technology & Society (IFETS). The authors <strong>and</strong> <strong>the</strong> <strong>for</strong>um jointly retain <strong>the</strong> copyright of <strong>the</strong> articles. Permission to make digital or hard copies of part or all of this work <strong>for</strong> personal or classroom use is granted without fee provided that copies are not made or distributed <strong>for</strong> profit or commercial advantage <strong>and</strong> that copies bear <strong>the</strong> full citation on <strong>the</strong> first page. Copyrights <strong>for</strong> components of this work owned by o<strong>the</strong>rs than IFETS must be honoured. Abstracting with credit is permitted. To copy o<strong>the</strong>rwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission <strong>and</strong>/or a fee. Request permissions from <strong>the</strong> editors at kinshuk@ieee.org. 40
- Page 1 and 2: Journal of Educational Technology &
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Generating Hypertext Structures Hyp
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If we want to show examples, which
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Appendix: Set of Rules for Deriving
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We propose to take into account thi
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ResourceAccess Digital Solid Audio
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An ontology is a differential set o
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In order to handle sets, it is nece
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object model (Hall 2001). These sys
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Moreale, E., & Vargas-Vera, M. (200
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inferences in the background (takin
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specifications, which can be reason
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esources and, in particular, subscr
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Hyland (Hyland, 1998) describes a m
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Table 6. Our Essay Metadiscourse Ta
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different assignments. Our analysis
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annotation categories relevant to t
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Smolensky, P., Fox, B., King, R., &
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The development of EAHA is a comple
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Design sharing and retrieval An RDF
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specifically they are: a) indices t
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XSLTs that transform the P3’s out
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We have already mentioned that we h
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Figure 4. A microprogramming lesson
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net models, which P3 shares with Da
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In Figure 9 we give students’ ans
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Gašević, D., Devedžić, V., &Ves
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compare the costs of educational pr
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The returns of training, whether tr
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structured to be consistent with th
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Motschnig-Pitrik, R., & Mallich, K.
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These must be held or lived by the
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think, to communicate, to structure
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make mistakes without negative cons
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students' statements to the worksho
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While project management was a cour
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