Supporting Adaptive and Adaptable Hypermedia Presentation Semantics

Having the content of a presentation adapt to the needs, resources and prior activities of a user can be an important benefit of electronic documents. While part of this adaptation is related to the encodings of individual data streams, much of the adaptation can/should be guided by the semantics in and among the objects of the presentation. The semantics involved in having hypermedia presentations adapt can be divided between adaptive hypermedia, which adapts autonomously, and adaptable hypermedia, which requires presentationexternal intervention to be adapted. Understanding adaptive and adaptable hypermedia and the differences between them helps in determining the best manner with which to have a particular hypermedia implementation adapt to the varying circumstances of its presentation. The choice of which type of semantics to represent can affect speed of the database management system processing them. This paper reflects on research and implementation approaches toward both adaptive and adaptable hypermedia and how they apply to specifying the semantics involved in hypermedia authoring and processing. We look at adaptive approaches by considering CMIF and SMIL. The adaptable approaches are represented by the SGML-related collection of formats and the Standard Reference Model (SRM) for IPMS are also reviewed. Based on our experience with both adaptive and adaptable hypermedia, we offer recommendations on how each approach can be supported at the data storage level

Hypermedia Information Systems in Industry

The requirements for industrial strength hypermedia are well known. If hypermedia applications are to be used successfully in the industrial environment, then considerable effort is required to integrate them into with the organisation’s current business practices. This implies that any proposed model must be simple to maintain and implement, as well as bringing real benefits to the organisation as a whole. This article discusses the development of such a system, its implementation and evaluation to support manufacturing operations at Pirelli Cables, Eastleigh

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

An Open Framework for Integrating Widely Distributed Hypermedia Resources

The success of the WWW has served as an illustration of how hypermedia functionality can enhance access to large amounts of distributed information. However, the WWW and many other distributed hypermedia systems offer very simple forms of hypermedia functionality which are not easily applied to existing applications and data formats, and cannot easily incorporate alternative functions which would aid hypermedia navigation to and from existing documents that have not been developed with hypermedia access in mind. This paper describes the extension to a distributed environment of the open hypermedia functionality of the Microcosm system, which is designed to support the provision of hypermedia access to a wide range of source material and application, and to offer straightforward extension of the system to incorporate new forms of information access

Proceedings of the ECSCW'95 Workshop on the Role of Version Control in CSCW Applications

The workshop entitled "The Role of Version Control in Computer Supported Cooperative Work Applications" was held on September 10, 1995 in Stockholm, Sweden in conjunction with the ECSCW'95 conference. Version control, the ability to manage relationships between successive instances of artifacts, organize those instances into meaningful structures, and support navigation and other operations on those structures, is an important problem in CSCW applications. It has long been recognized as a critical issue for inherently cooperative tasks such as software engineering, technical documentation, and authoring. The primary challenge for versioning in these areas is to support opportunistic, open-ended design processes requiring the preservation of historical perspectives in the design process, the reuse of previous designs, and the exploitation of alternative designs. The primary goal of this workshop was to bring together a diverse group of individuals interested in examining the role of versioning in Computer Supported Cooperative Work. Participation was encouraged from members of the research community currently investigating the versioning process in CSCW as well as application designers and developers who are familiar with the real-world requirements for versioning in CSCW. Both groups were represented at the workshop resulting in an exchange of ideas and information that helped to familiarize developers with the most recent research results in the area, and to provide researchers with an updated view of the needs and challenges faced by application developers. In preparing for this workshop, the organizers were able to build upon the results of their previous one entitled "The Workshop on Versioning in Hypertext" held in conjunction with the ECHT'94 conference. The following section of this report contains a summary in which the workshop organizers report the major results of the workshop. The summary is followed by a section that contains the position papers that were accepted to the workshop. The position papers provide more detailed information describing recent research efforts of the workshop participants as well as current challenges that are being encountered in the development of CSCW applications. A list of workshop participants is provided at the end of the report. The organizers would like to thank all of the participants for their contributions which were, of course, vital to the success of the workshop. We would also like to thank the ECSCW'95 conference organizers for providing a forum in which this workshop was possible

Automation and hypermedia technology applications

This paper represents a progress report on HyLite (Hypermedia Library technology): a research and development activity to produce a versatile system as part of NASA's technology thrusts in automation, information sciences, and communications. HyLite can be used as a system or tool to facilitate the creation and maintenance of large distributed electronic libraries. The contents of such a library may be software components, hardware parts or designs, scientific data sets or databases, configuration management information, etc. Proliferation of computer use has made the diversity and quantity of information too large for any single user to sort, process, and utilize effectively. In response to this information deluge, we have created HyLite to enable the user to process relevant information into a more efficient organization for presentation, retrieval, and readability. To accomplish this end, we have incorporated various AI techniques into the HyLite hypermedia engine to facilitate parameters and properties of the system. The proposed techniques include intelligent searching tools for the libraries, intelligent retrievals, and navigational assistance based on user histories. HyLite itself is based on an earlier project, the Encyclopedia of Software Components (ESC) which used hypermedia to facilitate and encourage software reuse

Reviews

Brian Clegg, Mining The Internet — Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0–7494–3025–7. Paperback, 147 pages, £9.99

Hypermedia Learning Objects System - On the Way to a Semantic Educational Web

While eLearning systems become more and more popular in daily education, available applications lack opportunities to structure, annotate and manage their contents in a high-level fashion. General efforts to improve these deficits are taken by initiatives to define rich meta data sets and a semanticWeb layer. In the present paper we introduce Hylos, an online learning system. Hylos is based on a cellular eLearning Object (ELO) information model encapsulating meta data conforming to the LOM standard. Content management is provisioned on this semantic meta data level and allows for variable, dynamically adaptable access structures. Context aware multifunctional links permit a systematic navigation depending on the learners and didactic needs, thereby exploring the capabilities of the semantic web. Hylos is built upon the more general Multimedia Information Repository (MIR) and the MIR adaptive context linking environment (MIRaCLE), its linking extension. MIR is an open system supporting the standards XML, Corba and JNDI. Hylos benefits from manageable information structures, sophisticated access logic and high-level authoring tools like the ELO editor responsible for the semi-manual creation of meta data and WYSIWYG like content editing.Comment: 11 pages, 7 figure

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction