Educational hypermedia resources facilitator

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 as MS F on Page (h p://www.mic oso .com/ on page). De B a, P., Ae s, A., Smi s, D. & S ash, N. (2002). AHA! Ve sion 2.0: Mo e Adap a ion Flexibili y o Au ho s. In M. D iscoll & T. C. Ree es (Eds.), P oceedings o Wo ld Con e ence on E-Lea ning, E-Lea n 2002 (pp. 240-246). AACE. Denny, J. P. (1991). 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