Educa ional Hype media Resou ces Facili a o
F ancisco José Ga cía1 & Joaquín Ga cía2
1Compu e Science Depa men – Science Facul y
Plaza de la Me ced S/N – Salamanca (Spain)
Uni e si y o Salamanca
2Theo y and His o y o Educa ion Depa men – Educa ion Facul y
Campus Canalejas. Pº de Canalejas, 169 – Salamanca (Spain)
Uni e si y o Salamanca
{ ga cia, ca asco}@usal.es
Abs ac
Wi hin he uni e si y he in oduc ion o compu e s is c ea ing a new c i e ion o
di e en ia ion be ween hose who as a ma e o cou se become in eg a ed in he
echnoc a ic end de i ing om he daily use o hese machines and hose who become
isola ed by no using hem. This di e ence inc eases when compu e science and
communica ions me ge o in oduce i ual educa ional a eas, whe e he conjunc ion o
eache and pupil in he space- ime dimension is no longe an essen ial equi emen , and
whe e he w i en ex is eplaced (o a he complemen ed) by he digi al ex .
In his a icle a his o ical de ence is made o he p esence o his new s anda d in he
c ea ion o digi al educa ional esou ces such as he hype documen , as well as he
ba ie s and echnological p oblems de i ing om i s use. Fu he mo e, HyCo, an
au ho ing ool, is in oduced which acili a es he composi ion o hype ex s, which a e
s o ed as seman ic lea ning objec s, looking o ha h ough o a simple and ex emely
in ui i e in e ace and in e ac ion model, any eache wi h a minimum knowledge o
compu e science has he possibili y o ans o ming his o he expe ience and
knowledge in o use ul and quali y hype media educa ional esou ces.
Keywo ds
Au ho ing ool; Hype media educa ional esou ces de elopmen ; Human-Compu e
In e ac ion; Open hype media sys em; Seman ic lea ning objec .
1. In oduc ion
The ac o lea ing w i en e idence o hei exis ence based on hei expe iences and
disco e ies is a di e en ia ing ai o human beings. Un il well in o he 20 h cen u y, he
abili y o ead and w i e was a c i e ion o social di e en ia ion, which has come o be a
c i e ion o di e en ia ion in he p og ess o na ions a he end o ha cen u y and he
beginnings o he 21s cen u y.
Wi hin he uni e si y, and ob iously on a di e en scale o magni ude, he in oduc ion
o compu e s is e-c ea ing a new c i e ion o di e en ia ion be ween hose who become
in eg a ed as a ma e o cou se in he echnoc a ic end de i ing om he daily use o
hese machines and hose who become isola ed by no using hem.
This di e ence inc eases when compu e science and communica ions me ge o
in oduce i ual educa ion a eas, whe e he conjunc ion o eache and pupil in he
space- ime dimension is no longe an essen ial equi emen , and whe e he w i en ex
becomes eplaced (o a he complemen ed) by he digi al ex .
A his e y momen , when he digi al uni e se coexis s wi h he w i en ex and is
h ea ening o eplace i o a g ea ex en , all hose eache s alle gic o he
ha dwa e/so wa e binomial ha e been elega ed o p o essional os acism.
The objec i e o his a icle is o escue hose educa o s o quali y, who ha e much o
o e in an educa ional sys em, whe he i ual o p esen ial, as au ho s o eaching
esou ces. Fo his pu pose, au ho ools a e made o measu e o hem: simple, iendly
ools ha encapsula e all he echnical p ocesses o he publica ion o con en s anywhe e
(whe he i be he i ual educa ional a ea, a igid medium o he adi ional p in ed
ex ).
This a icle p esen s one o hese au ho ools, so called he acili a o o he
composi ion o hype ex s, o simply HyCo (Ga cía e al., 2003). Howe e , we do no
me ely in oduce a new so wa e ool; he a icle also de ends he e olu ion o he
w i en ex om o ali y o he mode n hype ex as a way o , in u n, unde s anding he
e olu ion o he educa ional p ocess and he cul u al legacy which is handed down om
gene a ion o gene a ion.
2. P ocesses o communica ion: F om o al adi ion o he hype ex
An elemen a y c i e ion o epis emology is he one by which we di e en ia e be ween
“ eali y” and “ ex ”. This c i e ion is es ablished wi hin an on ological e e ence
amewo k which dis inguishes be ween subjec and objec o knowledge. These simple
e ms condense he whole his o ical ajec o y o he heo y o knowledge. Fo he
e ec s o his a icle, le i su ice o indica e he impo ance o analysing he de ails o
he “ ex ” ha he subjec cons uc s wi h he pe sonal con ic ion and he collec i e
consensus ( alue o u h) ha wha he ex s a es e e s (in en ionali y) o wha he
subjec pe cei es, o wha he subjec p oposes o o wha he subjec does. In
con empo a y cul u e he concep o educa ion is associa ed wi h he assimila ion o
“ ex s” and he concep o educa o wi h he wo k o building “lesson” s a egies. I
would be impossible o unde s and he ac ions o educa ion ou side a planning o ex ual
con en s, o going h ough (cu iculum) ex s. E en he ac o being a esea che is
associa ed wi h he p oduc ion o ex s as he condi ion o being a social ac o is wi h
he handling o ex s. Losing ouch wi h he ex appea s sociologically as he beginning
o a p ocess o ma ginaliza ion.
Among he complex elemen s ha compose he “ ex ” he e is one o majo impo ance
i he con en is o be es ablished as a meaning ha can be communica ed: he sys em o
speech o o ali y. The wo ld o meanings is so wonde ul and he alues associa ed wi h
i a e so decisi e ha we some imes o ge he ma ellous ins umen wi h which we
exchange hough con en s. I is as i , eng ossed in he cul u al wonde s o wha we ea ,
we o ge some hing basic, al hough no edible: he con aine . The alue o he example
is pa ial because he associa ion be ween speech (o ali y) and he con en o
communica ion is mo e in ima e han ha exis ing be ween con aine and con en . One
way o being as onished a he communica ion quali ies o o ali y is o compa e his
sys em o communica ion wi h o he sys ems o animal communica ion. The exis ence
o he ins umen (o ali y) implies a whole ange o e olu iona y adap a ions ha
cha ac e ise he species ha has i . Bi ds ha alk, ees ha gi e wa ning, animals ha
gi e ad ice… a e no hing bu ic ional cha ac e s in s o ies, p oduc s o he na a i e
abili ies o human beings.
2.1. Symbolic ai s o he o al “ ex ”
A i s app oach o he uses o he e m “ ex ” can be made when we use he no ion o
e e o any men al cons uc ion ha can be u e ed, e e y hing we can say ha we a e
doing men ally. Tha is, he se o “speech ac s” (Aus in, 1962). Speech analysis has
p e e en ially been made h ough he decla a o y speech o ms, s a emen s ha e e o
ac s ha a e suscep ible o u h- alsehood. The p ocess o inco po a ion o cul u e is
hus undamen ally unde s ood as a p ocess o eaching, a chain o decla a o y
s a emen s h ough which a subjec lea ns he e en s o he wo ld. This concen a es he
whole p oblem o communica ion and he whole p oblem o cul u e in a p oblem o
dealing wi h ac s o he wo ld and expe iences o he wo ld; and language as an
accumula o o ac s and expe iences: a ex on he wo ld o hings, o li ing beings and
o human beings.
Howe e , in he si ua ion o o al communica ion we human beings do (Belinchón e al.,
1994) much mo e han speak (Aus in, 1962). This indica es ha a he same ime as he
u e ance many illocu iona y ac s ake place, and many uses o language (besides ha o
decla ing o s a ing ac s). The basic elemen o communica ion is he p oduc ion o he
communica i e ins ance: wha one in ends o do when one speaks, i.e. he illocu iona y
ac ha gi es sense (no meaning). By means o he illocu iona y ac , he subjec akes
pa in an in e subjec i e p ocess, go e ned by ules, which is no me ely educed o
communica ing meanings; i becomes a way o li e: we li e by “languaging”.
Illocu iona y ac s e e o wha one wan s and wha is shown in speech and o he
mo emen s and signs. Because we ha e cen ed on meaning, and no on ac s o
communica ion, we ha e no heeded he body as an ins umen o communica ion; e en
oday his is s ill known as “non- e bal communica ion”. Wha is wan ed and wha is
said ha e a e y con ingen ela ionship o each o he . This impe ec ela ionship is ha
which shows ha language is a mechanism o ins umen o communica ion. I occupies
a p i ileged place wi hin he o e all sys em o in e subjec i e communica ion, bu i
also has limi s. The nuances ha a ges u e b ings o communica ion canno be exp essed
o ally. We a e no inclined o a de ailed analysis o hese di e en media ing
ins umen s o communica ion because we speak, ges icula e, i ualise, sing and dance -
in ol ing he body. And he e ec i eness o o ali y is so as onishing and eno mous ha
all hese o he media ions emain hidden in he shadows.
This is a i s chap e o ex analysis: he communica ion ac media ed in con ex s o
o ali y (Sea le, 1969). A si ua ion o in e ac ion is hus ne e simply a eaching
si ua ion, bu a he a communica i e si ua ion, because i is no a ques ion me ely o a
“sende ” o in o ma ion (Co edo , 1999), bu o pe sons in ol ed in a web o
in e subjec i e ela ions. The speech con ex is o med by se e al ca ego ies o
elemen s, some linguis ic and o he s ex a-linguis ic (Luque & Alcoba, 1999); all
oge he hey con ibu e in o ma ional cohe ence and e idence o he communica i e
in en ion. All o his is in ela ion o he speech medium, he sende - ecei e co po eal
na u e o sounds.
In he o mal p ocess o educa ion, aining in he use o language should no be educed
o using language as a g amma ical ool o lexical sys em, bu a he i should de elop
linguis ic comple ion in all hese skills, which decisi ely a ec social communica ion.
2.2. The o al ex as an educa ional esou ce in cul u es o p ima y o ali y
We a e accus omed o conside ing cul u al e olu ion om he poin o iew o i s
objec i e p oduc ions, ye his is no hing bu an ideological bias. We o ge ha , besides
echnological p essu e, communica i e p essu e mus also ha e played a la ge ole, he
slow p og ess in o ms o communica ion wi h a wo- old objec i e: o imp o e he
accu acy o he ac ions o communica ions and o imp o e he quali y o p ese a ion o
he expe ience acqui ed in he g oup by means o communica ional esou ces.
Ges u e ou ines we e a magni icen p ese e o expe ience. This ese oi o memo y
o men al ac i i y was la e joined by ano he p ese e o expe ience and ac ion:
language. We may ne e be able o deciphe he mu ual in e dependencies be ween
modes o speaking and modes o men al ac i i y, dependencies be ween he modes o
men al ope a ions and he na u e o he ins umen s, be ween he s uc u e o ac ion and
he pa e n a o ded by he ins umen .
P ima y o ali y (we shall call seconda y o ali y he sys em o o al communica ion used
in li e a e cul u al con ex s) con ains in he wo d and in he associa ed co po ali y he
o ali y o ep esen a ion and symbolic alue. A en ion and ue alue a e gi en o
hea ing, memo iza ion is he in ellec ual unc ion pa excellence; he p ocesses o
socializa ion a e me apho ised in an “ini ia ion”, he ini ia e is he one who has hea d
he oice. Thus, he concep o o ali y con ains h ee di ec ions o meaning:
communica ion in socie ies wi hou w i ing, o al communica ion as a sys em o
communica ion in i sel , and a s yle o consciousness, which is supposed o c ea e
o ali y and is exp essed wi h i . Many eel ha scien i ic cu iosi y abou o ali y, as a

o m o hough , began wi h he wo k o Milman Pa y (doc o al hesis, 1928) on “The
T adi ional Epi he in Home ” (Pa y, 1971; Ha elock, 1991).
Speech de eloped a he same ime as he con en ions on meaning p og essed; i is
he e o e a p omo e o communica ion and hough . Fo millennia humans managed he
a ai s ha made social unc ioning possible by using exclusi ely o al language, and
his is s ill being done oday, because his is he p ima y communica ional o m;
p ima y, because i is undamen al, and p ima y because ou biology gene ically
p edisposes us o i .
Things a e “wo ld” because he e a e human beings who a e ying o li e in i by
unde s anding i , sea ching o hei place in i and c ea ing a pe sonal wo ld. By he
wo ds ha hey exchange wi h each o he human beings ace pa hs in he wo ld along
which eali y can a el. In his way he expe ience o an e en , consciousness, is
associa ed wi h he communica i e capaci y o he expe ience h ough language.
This na a i e capabili y is an ap i ude o he mind o “ econs uc ” he I, he we and
e e y hing else; i o ms i o i sel and o o he s. To a la ge ex en he educa ional aim
o encou age con en s and p omo e a i udes wi h espec o he wo ld, onesel and
o he s coincides wi h he de elopmen o his “na a i e sensibili y” (B une , 1996). An
en i e undamen al chap e could be w i en on he o ma ion o human beings as he
p omo ion o na a i e and con e sa ional compe ence (F isch, 1967), exe cise in he
use o he ins umen s and a i ices o communica ion, “ ools” ha Vygo sky (1978)
called o as media o s o he highe men al unc ions.
Pie e Lé y (1988) lis s he ai s o he mnemonic- ep oducing p ocess in socie ies o
p ima y o ali y:
• The ep esen a ions will be s ongly in e connec ed, composing scenes wi h a
s ong in e nal cohe ence. A good example o his can be ound in he oldes
w i en ex s o o al adi ions: he Book o Genesis, The Iliad, he Gospels…
• The mos ele an connec ions a e o linea cause and e ec , he ela ions
be ween he elemen s o he scene a e simple, di ec , causal… Good examples o
his a e con e sa ional ales.
• I con ains e e ences o conc e e domains o hough , in which he undamen al
ou lines a e amilia . Examples would be he pa ables o he Gospels.
• Rep esen a ion is buil upon i al p oblems, pe sonal implica ions and a s ong
emo ional cha ge. I is he heme o li e wi h i s p io i ies and exis en ial
ques ions which inne a es he s o ies.
This se o cha ac e is ics desc ibes a s yle o hough ha is s ongly con ex ualized
(Denny, 1998). The sense o o al p oduc ion may be coope a i e, inco po a ing se e al
subjec i i ies in o he na a ion; in p ac ice, “wha he e is o ell” is eached by
successi e app oxima ions among in e locu o s. Based on hese app oxima ions, he
like-dislike o he con e sa ion is calib a ed (con e sa ional skills). The p ocess o
in e p e a ion in o ali y implies on he pa o he lis ene a econs uc ion o he
meaning, which will also inco po a e his o he own expec a ions ( ha is why a
con e sa ion be o e a pe son who is disliked is de ensi e, o inci es mis us and
de i a ions ha con i m doub s…).
Socie ies o p ima y o ali y do no ha e schools o eaching hese unc ions, bu his
does no mean ha hey a e less educa ional, since hey ha e he sys ems ha bes
accommoda e hei s a e as ega ds educa ion. Nei he a e hey less a ional; a he , hey
use in hei wo ld he o ms ha a e possible in ha con ex and ha bes accommoda e
hei men al ac i i y. My h is a magni icen in en ion wi hin ha con ex , as is i ual
and d ama iza ion… as well as he i s exe cises in he g aphic unc ion (Neoli hic
pain ings).
Fo all o hese easons i can be a i med wi h H. Ma u ana (1991) ha cul u es a e
ne wo ks o con e sa ions, con e sa ional o ganiza ions. I mus ha e been p og ess
made in he ansac ion o meaning ha led humans o sea ch o and pe ec new
media o s and ins umen s o communica ion. Cul u e e ol ed wi h hem, i gene a ed
“cul u es” o p ima y o ali y (o al socie ies wi h no echnique o he g aphic
ansc ip ion o symbols). In hese cul u es one could iden i y an au ho by he public
unc ion o “ha ing o no ha ing he wo d”, o being a sou ce o counsel o he
p ese e o collec i e expe iences and memo y.
2.3. The w i en ex and he de elopmen o men al ac i i y
W i ing is usually desc ibed as me e ansc ip ion o speech (Saussu e, 1952) and as
dependen on he wo d, especially in cases o syllabic and consonan al w i ing. Bu in
he con ex de eloped in his pape i has o he aspec s ha unc ion as a complex wa p
ha is compa able o, bu di e en om, he phenomenon o speech: as ano he way o
speaking, a ield o symbolic p oduc ion c ea ed by human beings (Ca dona, 1994).
Some au ho s conside ha wi h w i ing a new men al space was bo n, a new ecosys em
o hough , which ma ks he subjec in such a way ha i is impossible o e u n o an
o al pas (Illich, 1991); hey conside w i ing as a “supe io ool” compa ed wi h speech,
because i makes exp ession mo e public, mo e accessible o mo e people and i makes
meaning mo e cons uc ible. Aside om hese exagge a ions, w i ing would ep esen a
second miles one, ollowing he wo d, in he cul u al e olu ion o humani y (Ha elock,
1963). Pe haps he mos in luen ial exal a ion o eading and w i ing was ha made by
M. McLuhan (1962) who a i ms ha om he in eg a ion o a sound wi hou meaning
and a g aphic sign wi hou meaning he e y o m and sense o Wes e n man was
cons uc ed. In his sense, Olson (1994) calls w i en p oduc ion “li e a y a e ac s” and
in i es us o s udy i s p ope ies as such and no only hose o he symbolic con en o
wha we ind “w i en” in hem. These o ms add he pe ennializa ion o messages o
wo d and memo y, no because o hei associa ion wi h he wo d, bu because o he
associa ion be ween he message and i physical medium. W i ing is he inal esul o
applying he g aphic unc ion o symbolic communica ion, he isual egis y o
hough , which he powe o images oday akes o new heigh s. These “mino ” ma e s
o he ma e iali y o he in en ion, o hose o he in en ion o he code and sys em o
signs, whe he alphabe o ideog am, we e wha made possible all he o he e ec s and
hei socializa ion (Audin, 1972), which in u n caused changes o occu in ways o li e
ha we e no he consequence o assimila ing he meaning o a ex , bu o pa icipa ing
in he cul u al con ex c ea ed by such a e ac s.
The gene al p incipal domina ing g aphic sys ems om he beginning is ha he ela ion
be ween o ali y and he g aphic sys em is no linea ; bo h ha e hei own au onomy and
pe o m sel -su icien unc ions. Ideog aphic unc ions and logog aphic unc ions can
hus be di e en ia ed igh om he e y bi h o w i ing. Thei di e en ia ion allows us
o unde s and he less e bal aspec s o w i ing and si ua es us in he p ope pe spec i e
o unde s anding he ole o he book and he p in ing p ess. Besides alphabe ic w i ing,
we use o he g aphic sys ems such as he pe sonal iden i y o he signa u e, adema ks,
ou e and map signs, images used on labels and ins uc ion lea le s o appliances and
machines, a ic signs...
These conside a ions lead us o conside w i ing as a new mnemonic egis e and as a
enewed ins iga o o epis emic unc ions: i.e., i ouches he e y s uc u e o he
ac i i y o knowledge and his is why i is unde s ood o be a decisi e ac o in he
appea ance and de elopmen o science. The e is he gene alized belie among
esea che s ha “a w i en sys em is a isual unc ion, a he same ime ha i is a se o
cogni i e skills” (Benne & Be y, 1998).
Goody (1986) poin s ou ha in a leas h ee gene al a eas o cogni i e p ocesses he e
is subs an ial al hough no sys ema ic p oo o e ec s de i ed om w i ing: he
ex ac ion and o ganiza ion o in o ma ion, he o ma ion o plans o conduc and he
elabo a ion o gene al heo ies. Goody concludes ha bo h om a cogni i e and a
sociological poin o iew, w i ing has been “ci iliza ion”, he cul u e o ci ies. The
complex esou ces o he eading and w i ing sys em and he skills de eloped o i s use
p o ide new ope a ional quali ies o highe men al unc ions. Howe e , i canno be
a i med ha all his implies a change in he s uc u e o he mind. Some au ho s wen
beyond his limi . In he i s qua e o he las cen u y Lé y-B uhl (1922) sugges ed
ha he di e ences be ween o al cul u es and eading-w i ing cul u es co esponded o
di e ences in men al unc ioning.
In eading and w i ing socie ies almos all social ac i i y is wholly o pa ially media ed
by his echnique, om se ices o mobili y in space. The p ocess o elabo a ion o he
g aphic unc ion p og esses pa allel o all he social-cul u al alues associa ed wi h i :
aes he ic unc ion, he p o ession o sc ibe, e ining o ansac ions, e ining o he
in e p e a ion o he egis e ed meaning. The uses o w i ing we e basically applied in
wo di ec ions: social managemen and knowledge ac i i y. I opens wo oads o
p og ess: in social o ganiza ion and in knowledge o he wo ld.
Olson (1994) conside s ha w i ing wi h syn ax comp ised he i s sui able model o
speech, as well as he possibili y o ep esen ing abs ac amoun s. I he e o e makes
possible he awa eness o he s uc u e o speech and he s uc u al analysis o language.
Wi h i , wo ds acqui e he condi ion o objec s o e lec ion. Today hese s a emen s
me hodologies.
Howe e , all hese p oposals exceed he in e es and knowledge o he sec o we a e
e e ing o in his a icle. This sec o is o med by c ea o s o educa ional con en s who
la gely ind hemsel es so le behind by he ad ances being made in compu e s ha
hey would be comple ely o e whelmed by any me hodological p oposal so clea ly
a ec ed by he li e-cycle o so wa e de elopmen , which, besides he phases p ope o
his kind o li e-cycle, inco po a e bo h s uc u al and dynamic modelling echniques.
This si ua ion emphasizes wo main in e es lines in he hype ex domain, hose ha see
he hype ex s as a new o m o li e a y exp ession and hose ha see hese sys ems as a
new o m o applica ion in he Web con ex . The o me a e so called li e a i, and he
o he ones enginee s (Halasz, 2001). The li e a i a e ou objec i e collec i e, because
hey play he con en -au ho ole, independen ly i hey a e c ea ing a closed
hype media sys em o con en s ha will be in eg a ed in an open and la ge Web sys em.
In bo h cases he li e a i need sui able au ho ing ools, which a e en i onmen s ha
acili a e he c ea ion o hype media documen s (Mendes & Hall, 1999), i.e. hey se e
as an elemen o w i ing and edi ing o au ho s, p o iding hem wi h a di e en ype o
au ho ship mechanisms.
F om he ea ly imes, he hype ex au ho s had au ho ing en i onmen s, as HES
(Hype ex Edi ing Sys em) (Ca mody e al., 1969), FRESS (File Re ie al and Edi ing
Sys em) ( an Dam, 1971; DeRose & an Dam, 1999) o IRIS In e media (Yankelo ich
e al., 1988; Haan e al., 1992), de eloped in 1960s, 1970s and 1980s espec i ely. Now,
he e a e se e al comme cial solu ions o hype media au ho ing, o example MS
F on Page (h p://www.mic oso .com/ on page), Mac omedia D eamWea e
(h p://www.mac omedia.com/so wa e/d eamwea e /) o S o yspace
(h p://www.eas ga e.com).
Once again we encoun e he same d awback as in he me hodologies; hey a e powe
ools wi h di e se ea u es, bu hey a e no designed o a use who is no an expe in
compu e skills and who is o e whelmed by he mul iple op ions ha hese ools o e
and, abo e all, by a pe son- ool in e ac ion which has no hing wha soe e o do wi h he
adi ional way in which au ho s ha e c ea ed hei educa ional con en s o yea s.

As a p oposal we p esen an au ho ing ool called HyCo (Hype ex Compose ) (Ga cía
e al., 2003), which a emp s o p o ide his g oup wi h an en i onmen o he c ea ion
o hype media con en s ocused on he p ocess o w i ing ex s, and whe e he pe son-
ool in e ac ion is based on he na u al p ocess ha hey would ollow o c ea e no es o
a book. Besides, we ha e decided o de elop a new au ho ing ool ins ead o using a
comme cial solu ion because we wan o ex end he HyCo en i onmen in o de o
in oduce in i new esea ch dimensions in he hype media educa ional a ea such as
seman ic lea ning objec s de ini ion, collabo a i e wo k, adap i e capabili ies and so on.
This ool is p esen ed in he ollowing sec ion.
3. The Facili a o o he composi ion o hype ex s
HyCo 2 is an au ho ing ool ha has been de eloped in he Labo a o y o Mul imedia
Educa ional Design and Tele-Educa ion o he Ins i u e o Educa ional Sciences o he
Uni e si y o Salamanca by a mixed g oup o esea che s comp ising expe s in
Educa ion and Compu e Science.
The main objec i e o his ool, as has been s a ed h oughou his a icle, is none o he
han o p esen a simple, iendly in e ace ha makes he au ho ing p ocess p inciples
as anspa en as possible o he use (Shneide man, 1998), so ha a eache , no
necessa ily expe in compu e skills, can become a c ea o o educa ional esou ces o
hype media elec onic books, which can be ead by s uden s ia he WWW o o a CD-
ROM.
The use - iendly capabili ies o his au ho ing ool do no mean ha his ool will be a
simple hype ex edi o . This way, HyCo has an impo an seman ic basis behind i s
human-compu e in e ac ion p ocess ha nea s his ool o he Seman ic Web concep
(Be ne s-Lee e al., 2001) and allows c ea ing seman ic lea ning objec s ha could be
impo ed o mo e specialized Lea ning Managemen Sys ems (LMS), o de ining
adap i e hype media documen s.
HyCo is a he same ime an au ho ing ool and a eade ool, in ha i encapsula es all
he complexi y in handling cu en ools wi hin he acili ies ha he au ho needs, and
o e s as a esul a hype media eaching p oduc , which can be dis ibu ed in di e en
o ma s o he use access.
3.1. The au ho ing p ocess
When an au ho is going o c ea e a ex , whe he educa ional o no , i is ad isable, no
o say essen ial, o o ganize he con en s, in o de o imp o e he cla i y and quali y o
he inal esul . A commonly accep ed way o ca ying ou his o ganiza ion is o make a
p io index o con en s, wi hou a heo e ical limi o nes ing le els (bu wi h a p ac ical
limi o he sake o cla i y), so ha we ob ain a hie a chical s uc u e ha guides us in
ou c ea i e p ocess, which would consis in associa ing con en s wi h each index en y,
an index ha may a y as he con en s ake shape, by inse ing, elimina ing o changing
en ies. Each index en y gi es ise o a hema ic uni o lexia ha can con ain ex ,
mul imedia ma e ial and links wi h o he uni s o documen s.
In a nu shell, hen, HyCo au ho ing ool ai h ully ep oduces he p ocess p e iously
explained in which an au ho could c ea e a linea educa ional esou ce, bu i channels
i , a he same ime as i o ganizes i , h ough he me apho o he con en index, adding
he acili ies o including mul imedia elemen s (images, ideos, sound…).
This indexed o ee s uc u e acili a es he au ho ing o he hype ex , bu ha ing only
an index as na iga ion ool is no accep able in o de o c ea e eal pedagogical
hype media esou ces whe e he s uden may cons uc i s own knowledge. This way,
he hype documen s should be designed in such a way as o encou age he eade s o see
he same ex in as many use ul con ex s as possible. This means placing ex s wi hin
he con ex s o o he ex s, including di e en iews o he same ex (Jones & Spi o,
1992).
Fo he abo e-men ioned eason HyCo also allows associa ing links o he mul imedia
elemen s ha compose an index en y, i.e. a hype ex node. This way, he hype ex can
be ollowed by i s index-s uc u e, bu when a node is selec ed, he eade may choose
na iga ing by an exis ing link. Thus, HyCo documen s combine bo h con en index and
Web-like s uc u es.
The con en index me apho is di ec ly suppo ed in he use in e ace, which is ame
s uc u ed. The le pa o he sc een shows links o e e y pa o he hype ex s uc u e
and he main ame is he w i ing/displaying a ea. The Web me apho is suppo ed by
wo bu ons ha allow c ea ing o modi ying he links. The main in e ace is comple ed
wi h a oolbox a ea, which allows inse ing, e asing, o enaming he en ies o he
s uc u e, and wi h an in o ma ion a ea, a he lowe igh co ne , whe e he
cha ac e is ics o he selec ed link ( ype o link, name, desc ip ion...) a e displayed, as i
is shown in Figu e 1.
Figu e 1. HyCo au ho ing in e ace
This o ganiza ion, besides c ea ing a wo k me apho easily assimila ed by anybody who
has p e iously w i en any ype o hie a chical documen , allows di ec ansla ion o a
well-o ganised hype documen and all ha has o be aken in o accoun is ha each lexia
co esponds o a node o he hype documen .
The lexia-node equi alence is he basis o he success o he c ea ion p ocess because
he node, he same as he lexia o he au ho , is a uni o in o ma ion in which a se ies
o con en s o di e se na u e a e combined o ansmi an idea o concep . The node is a
uni o isualiza ion ha will acili a e he wo k o he na iga o s o show he
hype documen and na iga e h ough i .
The index o he documen se es as a na iga o o mo e o he di e en lexias ha
comp ise he hype documen , so ha in au ho mode i makes i possible o gain access
o he lexia in which one wishes o wo k, o else, using a con ex ual menu, make he
changes o he index ha he au ho conside s necessa y whe eas in he eade mode,
oge he wi h he hype links, i ep esen s he way o na iga e h ough he
hype documen .
3.2. The galle ies
A hype documen complemen s he ex wi h in o ma ion o a a ied na u e. One
p oblem o he au ho is how o keep his in o ma ion o ganized wi h a iew o i s
possible publica ion in a medium o he han he au ho ing ool i sel .
In his sense HyCo 2 keeps a eposi o y o in o ma ion linked o each documen
c ea ed wi h a ool, so ha he loca ion o his ype o esou ce is la gely sol ed. Bu
mo eo e , so ha i can be managed by he au ho , a se ies o in e aces based on he
me apho s o iewe and o m a e inco po a ed and ecei e he name o galle ies.
A galle y is a manage o all he in o ma ion, classi ied by ypes, which he use can
associa e o a hype documen . In he au ho mode, he galle y is a sha ed eposi o y o
elemen s o he hype ex c ea ion, i.e. he elemen s included in he galle y can be
independen ly managed o he au ho ing p ocess. In he eade mode, he galle y
p esen s only he elemen s ha belong o he hype ex .
The galle y me apho was ini ially hough o manage he mul imedia elemen s, bu he
success o his me apho o he use s o he HyCo has p omp ed he ex ension o his
concep in o de o manage o he p ope ies o he documen , speci ically he s yles and
he ou pu o ma s.
The i s kind o galle y is he mul imedia galle y. The e a e h ee di e en mul imedia
galle ies, he Image Galle y, he Video Galle y and he Sound Galle y. Each one allows
inse ing, modi ying o dele ing mul imedia elemen s (images, ideos and sounds
espec i ely) and he la e linkage in he documen o hem.
The mul imedia galle ies p esen he mul imedia elemen s o ganized in se s o six
componen s. I is possible he p e- isualiza ion o he elemen , sea ching elemen s and
so on. Figu e 2 shows he Image Galle y (in his case a cap u e showing an in e ace in
Spanish has been chosen in o de o show he in e na ionaliza ion capabili ies o he
HyCo).
Figu e 2. Image Galle y
O he impo an galle y is he Bibliog aphy Galle y. This one allows an ad anced
ea men o he bibliog aphic e e ences. I is composed o o he mino galle ies ha
manage he au ho s, classi ica ion a eas and disciplines. HyCo 2 has a bibliog aphic
e e ences managemen based on he ea men done in LaTeX sys ems (Lampo ,
1986), i.e. he use inse a e e ence key in he ex body, and la e in eade mode he
keys a e subs i u ed by he igh e e ence and a Re e ence Sec ion is au oma ically
gene a ed a he end o he hype ex .
In o de o acili a e he managemen o he bibliog aphic e e ences he Bibliog aphy
Galle y p esen s a ou -s ep wiza d ha allows de ining comple ely a e e ence (see
Figu e 3). S eps wo and h ee use d ag and d op o make easie he a achmen o he
au ho s, a eas and classi ica ion da a o he e e ence. Nine kinds o e e ences a e

suppo ed: a icle, p oceeding, elec onic documen , echnical epo , in p oceedings
pape , book chap e , book, hesis and o he s.
Two auxilia y galle ies close he se o suppo ed galle ies. The i s one is he S yle
Galle y, which is de o ed o change he s yle and he size o he on used in he edi o .
The o he is he Ou pu Galle y ha allows o he use choose a o ma o expo he
documen i we wan o use he c ea ed esou ce wi h ex e nal ools. The basic
suppo ed ou pu o ma s a e HTML, RTF, PDF, Pos Sc ip , SVG and plain ex , as i is
shown in Figu e 4. Also, he Ou pu Galle y allows selec ing he elemen s, he on ype
and size, and he bibliog aphic s yle (APA, ACM o De aul ) ha should appea in he
inal o ma .
Figu e 3. Bibliog aphic e e ence wiza d
Figu e 4. Ou pu Galle y
3.3. Seman ic s o age o he HyCo esou ces
F om he i s e sion o HyCo, we ha e claimed o a sepa a ion be ween he
educa ional con en s and hei o ma s. Fi s , we used XML (eX ensible Ma kup
Language) (B ay e al., 2004) as in e nal s o age o ma , because o i s g ea pene a ion
in ecen imes and because o i s inc edible capaci y o adap o di e en pla o ms,
hus making i possible o expo o o he o ma s.
Howe e , in HyCo 2 we ha e gone one s ep beyond. We wan o p oduce be e
lea ning elemen s wi h ou au ho ing ool: hey should be eusable, in e ope able,
du able and accessible. To accomplish hese equi emen s, se e al Lea ning
Technologies S anda ds (LTS) ha e been de eloped in he in e na ional communi y and
hei u iliza ion in he ins uc ional design should be conside ed and e alua ed by
lea ning echnology de elope s.
LTS a e ag eemen s abou he cha ac e is ics a lea ning elemen should ha e in o de o
be compa ible, in e changeable and in e ope able in o o he lea ning sys ems. The use
o s anda ds ensu es ins uc ional echnologies in e ope abili y, and hei lea ning
objec s, o uni e si ies and co po a ions a ound he globe (Wiley, 2000).
In a i s app oach we decided o include among hese capabili ies he possibili y o
gene a e o each hype ex an ou pu ile agged acco ding wi h he EML speci ica ion
(Educa ional Modelling Language) (Kope , 2001), and ice e sa, he op ion o upload
an EML inpu ile ha can be seen as a HyCo esou ce. To download he EML ile i is
necessa y o indica e lea ning objec i es, p e equisi es and oles ha will be included.
Figu e 5. Seman ic op ions in he Ou pu Galle y
In o de o expo a hype ex as a seman ic esou ce, he Ou pu Galle y has been
ex ended wi h a “special” ag, as i is shown in Figu e 5, in which he documen can be
expo ed as an XML ile wi h a s yle shee XSL ile o in EML o ma .
3.4. Voice syn hesis in he eade mode
Ano he in e es ing ea u e o he HyCo 2 is he in oduc ion o oice syn hesis
capabili ies in eade mode.
The oice syn hesis is a ex o sound ans o ma ion p ocess, which allows c ea ing an
a i icial oice. This way, in he eade mode he use can lis en o he con en s. This
ea u e o e s accessibili y possibili ies o handicapped people, as blind people o
example, in o de o access o he educa ional con en s.
4. Rela ed wo ks
The e a e many di e en hype media au ho ing ools ha could be used in o de o
p oduce hype media sys em o educa ion domain. Some o hem a e comme cial ones,
whe eas many o he s ha e been de eloped o educa ional and esea ch goals. Ou
p oposal, HyCo 2, has no comme cial ambi ions by now, and we decided de eloping
ou own solu ion in o de o achie e ou esea ch goals in which appea seman ic,
adap i e and collabo a i e issues, some o hem a e p esen ed in he ac ual e sion,
o he s a e in wo king p o o ypes and o he s will appea in u u e e sions. Thus, in his
compa ison o HyCo au ho ing ool wi h o he ones, he comme cial ea u e is no
aking in ca e. Ins ead o , and due o he eno mous exis ing di e si y, we ha e chosen
i e dimensions in o de o make he compa ison: open hype media complian sys ems,
design me apho s used o c ea e he sys ems, seman ic cha ac e is ics, collabo a i e
cha ac e is ics, and adap i e and in elligence cha ac e is ics.
4.1. Open hype media complian sys ems
Hype media sys ems ha e e ol ed om closed hype media sys ems o open
hype media sys ems (Ande son e al., 2000).
Closed hype media sys ems s o e bo h con en and hype media s uc u es in e nally
(monoli hic sys ems) o in a da abase. Ex e nal applica ion o in o ma ion canno easily
pa icipa e o be included in he hype ex sys em. These sys ems p oduce sel -con ained
hype media sys ems, bu hey do no suppo he e ogenei y, pa icula ly hey do no
suppo hype ex dis ibu ed o e mul iple he e ogeneous manage s. Examples o hese
sys ems a e Apple Hype Ca d (Goodman, 1987), KMS (Akscyn e al., 1988), IRIS
In e media (Yankelo ich e al., 1988; Haan e al., 1992), SEPIA (S uc u ed Elici a ion
and P ocessing o Ideas o Au ho ing) (Haake & Wilson, 1992; S ei z e al., 1992) o
S o yspace (Be ns ein, 1991).
The e a e wo complemen a y means o open hype media; he i s one is he abili y o
in eg a e dis ibu ed in o ma ion (Henze & Nejdl, 2001), whe eas he o he one is he
p ope y o s o e hei con en ou side he hype base, especially keeping linking
in o ma ion sepa a e om documen s and allowing o mo e powe ul link s uc u es,
o example bi-di ec ional o n-a y links (Reich e al., 1999; Milla d e al., 2000). Some
examples o hese open hype media sys ems a e KBS (Henze, 2000; Henze & Nejdl,
2001), Chime a (Ande son e al., 2000), Hype Disco (Wiil & Legge , 1997a)
Hype o m (Wiil & Legge , 1997b) o DHM (G ønbæk & T igg, 1994).
HyCo inhe i s p ope ies om bo h closed and open hype media sys ems. HyCo
p esen s a eade mode, in which he hype ex can be na iga ed wi hin he ool, in a
sel -con ained way like in he classic au ho ing sys ems as In e media o S o yspace. In
addi ion, HyCo has oice syn hesis capabili ies in o de o make mo e accessible he
de eloped hype ex sys em. The di e en ia ion o he au ho and eade oles in he
same au ho ing ool di e s om o he sys ems ha only p esen au ho ing capabili ies
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