In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI) approach uses knowledge-based systems to enhance and facilitate all these processes, including the possibility of using natural language. The traditional model of distance education places a strong emphasis on indepen dent study, supported by well developed learning materials. This model can be characterized as one-way media. However, the potential of CMC to provide better guidance to the student in Higher Distance Education has been quickly recognized for at least two kind of activities: information sharing and interaction."

In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI) approach uses knowledge-based systems to enhance and facilitate all these processes, including the possibility of using natural language. The traditional model of distance education places a strong emphasis on indepen dent study, supported by well developed learning materials. This model can be characterized as one-way media. However, the potential of CMC to provide better guidance to the student in Higher Distance Education has been quickly recognized for at least two kind of activities: information sharing and interaction."

This book constitutes the refereed proceedings of the 10th European Conference on Research and Advanced Technology for Digital Libraries, ECDL 2006, held in Alicante, Spain in September 2006.

The 36 revised full papers presented together with the extended abstracts of 18 demo papers and 15 revised poster papers were carefully reviewed and selected from a total of 159 submissions. The papers are organized in topical sections on architectures, preservation, retrieval, applications, methodology, metadata, evaluation, user studies, modeling, audiovisual content, and language technologies.

This book constitutes the refereed proceedings of the 17th International Conference on Artificial Intelligence in Education, AIED 2015, held in Madrid, Spain, in June 2015. The 50 revised full papers presented together with 3 keynotes, 79 poster presentations, 13 doctoral consortium papers, 16 workshop abstracts, and 8 interactive event papers were carefully reviewed and selected from numerous submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics, as well as many domain-specific areas.