Note: Title Page -- Preface -- Introduction -- Contents -- Part I: Design of Adaptive Learning Systems -- Reuse of Data Flow Designs in Complex and Adaptive CSCL Scripts: A Case Study -- Introduction -- Background -- The Data Flow Problem in Learning Design and the Composition-Based Approach -- Data Flow Approaches and the Reuse Dimension -- The LeadFlow4LD Design Methodology -- MOSAIC Case Study -- A LeadFlow4LD Implementation of MOSAIC Scenario -- Discussion -- An Abstract Workflow Template-Based Approach -- Conclusions and Future Work -- References -- System Orchestration Support for a Collaborative Blended Learning Flow -- Introduction -- Description of a Previous Experimental Study -- Description of the Experiment: Meeting the Campus Together -- Overview of the Results of the Experiment -- Limitations on the Orchestration Tasks -- System for the Scripted Orchestration -- Course Flow Management Technologies -- The Scripted Course Flow -- Technical Details of the Scripted Flow -- Results Analysis of the Solution: A Simulation -- Conclusions -- References -- Adaptive Collaboration Scripting with IMS LD -- Introduction -- CSCL Scripts - Theory and Adaptation -- Related Work -- Proposed Extensions to IMS LD -- Examples -- Modelling Group Work -- Groups -- Artefacts -- Sequencing- and Execution Flow- Specification -- Environments and Collaboration Contexts -- Services -- Service Selection -- Functions -- Permissions -- Monitoring Execution and Reacting to State Changes -- Run-Time Model -- Event Handling -- Exception Handling -- Adaptive Interventions -- Basic Adaptation Actions -- Advanced Adaptation Mechanisms -- Summary and Outlook -- References -- Extending IMS-LD Capabilities: A Review, a Proposed Framework and Implementation Cases -- Introduction -- Background -- AICLS Systems and Adaptation Patterns. , A Review of IMS-LD Based Adaptation Attempts -- AICLS Reference Framework: IRMO and MAPIS -- Requirements from an AICLS Framework -- MAPIS: Architecture for Implementing Adaptations with IMS-LD -- MAPIS Case Studies: Adaptations Expressed in IMS-LD -- Trigger Peer Interactions -- Discussion and Future Work -- References -- Prototype Tools for the Flexible Design of CSCL Activities Based on the Adaptation Pattern Perspective -- Introduction -- Supporting Collaboration -- Collaboration Scripts and the Need for Flexibility -- Adaptive Collaboration Support -- Research Motivation -- Adaptation Patterns -- The Nature of Adaptation Patterns -- The DeACS Methodology -- Adaptation Pattern Analysis -- The FlexCoLAB System -- Authoring Environment -- Student Environment -- PPR (Pyramid Peer Review) -- The Core Idea -- Design Analysis- The Design Axes -- System Architecture -- The Case Study -- Conclusions and Future Work -- References -- Adapting the Collaborative Strategy 'Students Team Achievement Divisions' in an Information Technology Work Place -- Introduction -- Background -- LAMS -- Student - Teams - Achievement - Divisions (STAD) -- Adaptation -- Design of an Adaptive STAD Online Learning Activity in LAMS -- Phase 1: Introduction to the Learning Activity -- Phase 2: Personal Assessment -- Phase 3: Adaptive Group Formation -- Phase 4: Adaptive Individual Learning and Group Collaboration -- Phase 5: Adaptive Collaborative Group Report Preparation -- Phase 6: Group Report Presentation -- Phase 7: Team Assessment -- Phase 8: Adaptive Individual Assessment -- Phase 9: Praise for Best Group Reports -- Implementing the 2nd Phase of the Adaptive Collaborative Method STAD: Determining Learners-Employees' Learning Styles within the Context of an IT Work Place -- Aims of the Approach -- The Framework of the Legal Council of the Hellenic State. , Research Tools and Methodology -- Presentation-Annotation of the Aggregate Results of the Survey -- Summary and Future Work -- References -- Part II: Interactive and IntelligentLearning Systems -- Examining the Interrelation between the Interaction Analysis and Adaptation Research Fields within Communication-Based Collaborative Learning Activities: Convergence, Divergence or Complementarity? -- Introduction -- Computer-Based Interaction Analysis (IA) -- State of the Art -- Adaptation in CSCL -- Flexibility and Interoperability of IA Tools -- Discussion -- References -- Making Adaptations of CSCL Scripts by Analyzing Learners' Online Behavior -- Introduction -- Interaction Analysis -- Interaction Analysis Indicators -- Interaction Analysis Tools -- An Example: Adapting a Learning Script Based on a TPS Strategy Using IA Techniques -- Concluding Remarks -- References -- Behavioural Prototyping©: Making Interactive and Intelligent Systems Meaningful for the User -- Background -- Psychological Perspectives -- Interactivity and Intelligence -- Problem Solving and Learning -- Affordances and the Nature of Perceived Use -- Shortcomings of Designs: The Importance of Behavioural Profiles -- Prototypes and Archetypes -- Inclusive Design -- Formalized Behavioural Prototyping© -- Conclusion: Strengths of the Framework -- References -- The Design of a Teacher-Driven Intelligent Agent System for Supervising Lessons in LAMS -- Introduction -- Monitoring and Supervising the Learning Process and the Collaboration in LMSs -- Related Work -- Supporting the Supervisor of a Lesson in LAMS -- An Agent-Based Architecture for Intelligent Monitoring and Supervising of Lessons in LAMS -- The Scheduler Agent -- The Monitoring Agent -- The User Notification Agent -- Examples of Rules Producing Feedback Messages -- Feedback Messages Taxonomy -- Alert Messages. , Awareness Messages -- Evaluation Reports and Messages for Learners and Activities -- Response of the Messaging System to a Learning Scenario -- An Evaluation Scenario -- Conclusions and Future Work -- References -- The Text-Based Computer-Mediated Communication in Distance Education Fora: A Modelling Approach Based on Formal Languages -- Introduction -- Theoretical Framework -- Generally -- The Complexity of Text Based Computer-Mediated Communication (CMC) -- Theoretical Approaches -- Methodological Framework -- HOU Fora and Choices Justification -- Modelling of HOU Distance Education Forum -- System Development -- Data Filtering -- Roots Files Storage -- String Output -- System Integration -- Exemplary Operation -- Input -- Output -- Experiments -- Phase A -- Phase B -- Discussion -- References -- Part III: Collaborative Learning Systems -- Antecedents of Collaborative Learning in Massively Multiplayer Online Games -- Introduction -- Theoretical Background: MMOGs and Collaborative Learning -- Research Methodology -- Data Collection -- Data Analysis -- Tasks, Groups and the Player Community -- Tasks and Activities -- Team Practices -- Community Practices and the Social Environment -- Discussion and Conclusions -- References -- Validating Empirically a Rating Approach for Quantifying the Quality of Collaboration -- Introduction -- Collaborative Setting -- Determining Relations between Dimensions of Collaboration Quality -- The Rating Approach -- Rating Scheme -- Rating Process -- Reliability of Ratings -- Relations between Dimensions of Collaboration Quality -- Multidimensional Scaling of Dimensions of Collaboration Quality -- Results and Internal Validation of the MDS Algorithm -- Interpretation of the MDS Results -- Conclusions and Further Research -- References. , Internet-Mediated Communities of Practice: Identifying a Typology of Critical Elements -- Introduction -- Conceptual Foundations -- Historical Overview and Theory of Communities of Practice -- Internet-Mediated Communities of Practice -- Research Framework -- Methodology -- Results -- Discussion -- References -- Author Index.