authoring


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authoring

(hypertext)
Creating a hypertext or hypermedia document.
References in periodicals archive ?
From the analysis of the current state of the art of the educational systems research (Mizoguchi & Bourdeau, 2000; Redfield, 1997) it appears that there is a deep conceptual gap between authoring systems and the authors.
Our framework is the basis for the development of such an authoring tool.
The most common situation with existing authoring systems is that they are either powerful for the purposes they want to achieve in a specific domain (thus very domain-specific) but hard to use and implementing only a particular type of learning, or they are easier to use, more general but thus less powerful for the various domains.
The remainder of this article contains our views on different aspects of this authoring framework.
Although the field of ITS and intelligent and adaptive courseware is constantly developing and applying new strategies, still there is a deep conceptual gap between the authoring systems and the authors.
Another important feature of authoring tools is to let the authors see the dynamic behaviour of their IES so that the authors can examine its validity.
Authoring systems also help authors consistent in building their courseware and in preparing their instructions.
Now that we have considered the structure of IES and the more general aspects in authoring them, we turn to the specific aspects of the IES authoring process and the application of ontologies.
To structure the complexity and all the aspects of the entire authoring process, we have identified three main groups of IES authoring activities (Aroyo & Mizoguchi, 2003) and extended them to the following list:
An efficient approach to the realization of these authoring tasks is to employ modelling techniques to construct models of the knowledge that is relevant for the author to perform these tasks.
In correspondence with Mizoguchi and Bourdeau (2000) the knowledge that we capture for the authoring process and that we thus supply to the authoring tool is split in two layers: (a) a dynamic part where a specification of the educational system functionality is given, and (b) a static part where a specification of the authoring and design process is given in compliance with instructional design and theories.
Considering the earlier mentioned functionality for IES, we obtain the following "requirements" for IES authoring support, as we capture them in our IES authoring support framework: