The question type is not considered so much relevant to the designing of authoring behavior and system responses.
AIMS architecture is a good example of applying the principles of the ATO-based authoring support framework.
In compliance with the definition of our ATO-based framework, we identify four groups of authoring activities (Aroyo & Mizoguchi, 2003), namely, (a) domain-related authoring activities supporting the construction (editing and annotating) of a domain model (DM) in terms of concepts and links; (b) course-related authoring activities, involved in the generating of the course sequence and structure; (c) resource-related authoring activities, which are related to the definition of educational resources collection; and (d) user-related authoring activities, with deal with the definition of UM attributes and their simulated application in course task sequencing.
One way of ensuring modularity is to split the IES authoring knowledge in several independent parts.
The former allows the authoring tool to reason on a higher level of curriculum and instructional theories and design.
Our aim in this research is to specify and implement a general authoring framework for content and knowledge engineering for Intelligent Educational Systems (IES).
The main added value of this approach is that on the one hand the ontologies in it make the authoring knowledge explicit, which improves the basis for sharing and reusing.
The ontologies provide common vocabularies and common understanding of the entire IES authoring processes.
Providing common, meta-level authoring task ontology we can support the common reasoning over the processes accruing in IES authoring.
Authoring framework for concept-based web information systems.
Authoring support in concept-based web information systems for educational applications.
Ontological support for web courseware authoring. In Proceedings of ITS2002, International Conference on Intelligent Tutoring Systems, June 2002, Biarritz, France, LNCS 2363, Springer, 270-280.