Template Approach for Adaptive Learning Strategies Jana Abbing, Kevin Koidl Telecooperation Research Group, TU Darmstadt, Germany jana@tk.informatik.tu-darmstadt.de koidl@rbg.informatik.tu-darmstadt.de Abstract. The paper very briefly introduces SAP LSO and exposes disadvantages of this adaptive e-Learning environment learned from former projects. Based on those experiences we are introducing a new approach to increase the adaptivity of the system for authors and for learners as well. Central idea of the new concept is introducing of strategy templates, in order to provide a good pedagogical background for online courses and at the same time to ensure epistemological pluralism for the learners. One of our main goals is to keep the learning and authoring environment as easy-to-use as possible, and therefore is also the new module (Strategy Editor) visually oriented and does not require any programming experiences. 1 Introduction One of the main challenges in the development of E-Learning Systems are the heterogeneous needs of the learning individuals and groups [1]. Ignoring these needs leads to a static, for every user same, E-Learning course. Adaptive hypermedia are offering an answer to this problem, the learning technology is finally turning into an active element of the learning process and not only a passive provider of information like e.g., a TV. A high level of adaptivity in addressing the different learning strategies and learning styles is necessary in order to enable E-Learning to assist such a highly complex and dynamic process as learning. Adaptive web-based educational systems (AWBES) are one of the most researched areas within Adaptive Hypermedia. Yet, just a handful of these systems are actually being used for teaching real courses, typically in a class lead by one of the authors of the adaptive system [2]. What would make the AWBES more attractive for teachers to use? A study [3] among the best practice teachers in UK pointed out several aspects, which are expected by teachers to be addressed by AWBES. Besides of support for different pedagogical models, teachers are asking also for a possibility for personalization according to different groups of students. Teachers are calling not only for support of predefined learning styles, but also to be able to influence the differentiation by a course-author. Flexibility of pedagogical model is a big challenge in current AWBES research. One group of e-Learning systems has incorporated pedagogical/didactical model and supports different learning styles, but it is all fixed in the system and does not allow