Educational hypermedia resources facilitator

Francisco José Garcı́a, Joaquı́n Garcı́a
<span title="">2005</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/2vdivcrkxrefrgtwixgchiglla" style="color: black;">Computers &amp; Education</a> </i> &nbsp;
Within the university the introduction of computers is creating a new criterion of differentiation between those who as a matter of course become integrated in the technocratic trend deriving from the daily use of these machines and those who become isolated by not using them. This difference increases when computer science and communications merge to introduce virtual educational areas, where the conjunction of teacher and pupil in the space-time dimension is no longer an essential
more &raquo; ... and where the written text is replaced (or rather complemented) by the digital text. In this article a historical defence is made of the presence of this new standard in the creation of digital educational resources such as the hyperdocument, as well as the barriers and technological problems deriving from its use. Furthermore, HyCo, an authoring tool, is introduced which facilitates the composition of hypertexts, which are stored as semantic learning objects, looking for that through of a simple and extremely intuitive interface and interaction model, any teacher with a minimum knowledge of computer science has the possibility of transforming his or her experience and knowledge into useful and quality hypermedia educational resources. Interaction; Open hypermedia system; Semantic learning object. Primary orality (we shall call secondary orality the system of oral communication used in literate cultural contexts) contains in the word and in the associated corporality the totality of representation and symbolic value. Attention and true value are given to hearing, memorization is the intellectual function par excellence; the processes of socialization are metaphorised in an "initiation", the initiate is the one who has heard the voice. Thus, the concept of orality contains three directions of meaning: communication in societies without writing, oral communication as a system of communication in itself, and a style of consciousness, which is supposed to create orality and is expressed with it. Many feel that scientific curiosity about orality, as a
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.compedu.2004.02.004">doi:10.1016/j.compedu.2004.02.004</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/kkjhfdmdhnaw7f4umebsipdhku">fatcat:kkjhfdmdhnaw7f4umebsipdhku</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170810223641/https://gredos.usal.es/jspui/bitstream/10366/21695/1/GRIAL_Educationalhypermedia.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/86/18/8618285ff796251a8b7d62aebcbcccbd13ac2884.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.compedu.2004.02.004"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> elsevier.com </button> </a>