Abstract
Why should we look at the authoring process in adaptive educational hypermedia design? How does detecting authoring patterns help the process? Why do we need to consider cognitive styles in adaptive hypermedia? What do these seemingly unrelated topics have in common? These and other questions were posed to the accepted paper presenters of the First International Workshop on Authoring of Adaptive and Adaptable Educational Hypermedia. The workshop lead discussions and even more questions. As a result, selected authors were asked to extend their papers, and hence the Special Issue on Innovations in Advanced Technology for Learning: Authoring for Adaptive Educational Hypermedia was born. This paper will present the issues that we tried to tackle and how these were answered in the selected papers.
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