This paper describes the M-E adaptive architecture designed to blend mobile and e-learning
in a single integrated computer-based infrastructure. A prototype application has been
developed that consists of three main components namely the web-based interface, the
mobile access interface, and the adaptation mechanism that is used to provide just-in-time
tailored content according to students’ individual preferences. The prototype application is
currently restricted to the design of multiple-choice questions that can be answered by
students either using a web-interface or by downloading on their mobile phones. Their
progress is then synchronised with the main web database for pedagogical followup by their
respective teachers. The blending of the pedagogical approach to support mobile learners
adds more flexibility to the learning process. However, it is clear that m-learning would not
be suitable for reading large files but rather it should be used to support carefully chosen and
well-fitted pedagogical scenarios that will potentially improve the teaching and learning
process. (Authors' abstract)

Advanced mobile devices suitable for rich media content reception escort a strong majority of the
people. Mobile information technologies today are pervasive and prevalent across most generations and countries
and augur well for knowledge reception and learning processes within everyday life. In ubiquitously advising life
long learning opportunities the paradigm of mobile users questions our common approaches of implementing
teaching and learning: Mobile use patterns are short and fast, they frequently interrupt established contexts while
nomadic users commonly are on edge with multiple activities taking place in parallel. Handheld devices in addition
admit specific, non standard designs and are considered personal companions. In this paper we present an
approach to dynamic, "on demand" production of content, which is personalized and specifically adapted to
dedicated mobile devices. Starting from IEEE LOM eLearning Objects, i.e., small standardized self consistent
knowledge entities; we process formats, appearance and contextual structures to transform re-usable content
objects into the desired target context. Beside Web data for mobile browsers we will detail out an example of feeding
the specific iPod potentials, i.e., its navigation, and a handheld Sony gaming station. All implementations are based
on the educational content management system hylOs, which we will briefly introduce. Enabled through an
advanced authoring toolset, hylOs allows defining contextual hyperlink overlays, as well as instructional overlays
of a given eLearning object mesh. Based on a powerful Ontological Evaluation Layer, additional meaningful
overlay relations between knowledge objects are derived autonomously within hylOs. These resulting semantic nets
form a basis for perpetuating contexts, when mobile users re–access interrupted learning sessions. (Authors' abstract)