**5.1 Collaborative applications**

Adobe Connect [17] is the platform to use to transmit HCI webinars given their availability at no cost. It also allows management space for coordinators, moderators, and the speakers themselves. The platform allows you to share files and has screen views and also a chat. In addition, the number of participants is not limited, so the scope of the webinar may be greater. At the same time, you can choose between doing a public conference and doing it only for a specific group, something that can be interesting. **Figure 9** shows an initial section of HCI webinar about feelings analysis in educational contexts by Benemerita Universidad Autonoma de Puebla ("BUAP") researchers from Puebla, Mexico.

In addition, conducting webinars means presenting webinars in which communication can be in both directions, where communication is first from a speaker and then remote assistants can participate via the Internet. As in any conference, in the

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**Figure 10.**

**Figure 9.**

*Collaborative Production Model of Educational Resources for Human-Computer Interaction…*

webinars the user can use a visual presentation (e.g., a PPT presentation), an audio presentation, and/or also a video from the presenters. Throughout the conference, they can communicate through an open chat window to ask questions to the speakers. The resources that the speaker can provide, such as documents, simulations and applications, among others, may also be available during and after the webinar. **Figure 10** shows examples of avatars about feelings in educational contexts by BUAP researchers. With Adobe Connect, it is possible to share it through the direct URL or insert it in a blog post. The user can invite others from the contact list; but in any case, they will be notified automatically when a public webinar is created.

*Initial section of HCI webinar about feelings analysis in educational contexts using the Adobe Connect [17].*

A planning phase was developed in order to ensure and synchronize the webinar's organization efforts; it will be necessary to carry out a series of tests, as well as agree on the date, the start, the duration, and the topic of interest, HCI (one or two topics maximum). Once all this previous information has been determined, in the second phase (design phase), it is communicated by mail and/or by social networks on topics interested in HCI in Spain and Latin America such as the AIPO network and the HCI-Collab itself. It is in the third phase (construct phase) where the speaker carries out his presentation about HCI through the webinar platform; a moderator will be aware at that time not only to facilitate the activities of the presenter but also

*Avatars of HCI webinar about feelings analysis in educational contexts of Adobe Connect [17].*

*DOI: http://dx.doi.org/10.5772/intechopen.90992*

#### **Figure 8.**

*Facebook and HCI collaboration showing several HCI webinars during the year 2019 [16].*

*Collaborative Production Model of Educational Resources for Human-Computer Interaction… DOI: http://dx.doi.org/10.5772/intechopen.90992*

**Figure 9.**

*Human 4.0 - From Biology to Cybernetic*

researchers themselves [15].

**5.1 Collaborative applications**

**5. Collaborative production of HCI web seminar**

[16], so the user can watch, download, and share the webinar online.

*Facebook and HCI collaboration showing several HCI webinars during the year 2019 [16].*

Puebla ("BUAP") researchers from Puebla, Mexico.

Another strategy to expand the dissemination of HCI in the Latin American region is to invite academics, professionals, and researchers from HCI to publish their research topics through a webinar ("web" more "seminar"), where they will be able to present and share their experiences, projects, and research in HCI to direct a large number of stakeholders from students, entrepreneurs, and academics and

Among different social media technologies, the webinar is increasingly recognized and used throughout the world; in the context of Latin America, it has as one of its main advantages the possibility of effective communication between people from different geographical places. This facilitates the attendance at conferences and events from anywhere in the world, both in real time and also in deferred. For example, the HCI webinars (see **Figure 8**) have been recorded in the channel Facebook HCI-Collab

Adobe Connect [17] is the platform to use to transmit HCI webinars given their availability at no cost. It also allows management space for coordinators, moderators, and the speakers themselves. The platform allows you to share files and has screen views and also a chat. In addition, the number of participants is not limited, so the scope of the webinar may be greater. At the same time, you can choose between doing a public conference and doing it only for a specific group, something that can be interesting. **Figure 9** shows an initial section of HCI webinar about feelings analysis in educational contexts by Benemerita Universidad Autonoma de

In addition, conducting webinars means presenting webinars in which communication can be in both directions, where communication is first from a speaker and then remote assistants can participate via the Internet. As in any conference, in the

**112**

**Figure 8.**

*Initial section of HCI webinar about feelings analysis in educational contexts using the Adobe Connect [17].*

webinars the user can use a visual presentation (e.g., a PPT presentation), an audio presentation, and/or also a video from the presenters. Throughout the conference, they can communicate through an open chat window to ask questions to the speakers. The resources that the speaker can provide, such as documents, simulations and applications, among others, may also be available during and after the webinar.

**Figure 10** shows examples of avatars about feelings in educational contexts by BUAP researchers. With Adobe Connect, it is possible to share it through the direct URL or insert it in a blog post. The user can invite others from the contact list; but in any case, they will be notified automatically when a public webinar is created.

A planning phase was developed in order to ensure and synchronize the webinar's organization efforts; it will be necessary to carry out a series of tests, as well as agree on the date, the start, the duration, and the topic of interest, HCI (one or two topics maximum). Once all this previous information has been determined, in the second phase (design phase), it is communicated by mail and/or by social networks on topics interested in HCI in Spain and Latin America such as the AIPO network and the HCI-Collab itself. It is in the third phase (construct phase) where the speaker carries out his presentation about HCI through the webinar platform; a moderator will be aware at that time not only to facilitate the activities of the presenter but also

#### **Figure 10.**

*Avatars of HCI webinar about feelings analysis in educational contexts of Adobe Connect [17].*

to attend to the management of activities of the online audience, such as confirming communication to attendees and recording your concerns, questions, and comments. Attending to the participants' questions is important because if several have the same question or concern, it can be resolved at once and live. In turn, this will cause the participants to provide feedback to the comments and questions of the other attendees. This avoids massive emails and wasted time answering similar questions. In the evaluation phase, the academic resources that accompany each webinar, such as practices, interactive applications, transparencies, and the conference itself, will be available through the online repository of the HCI-Collab network. Other resources can make up the collection of the repository such as conversation forums, topics of interest, and collaborations that are based on the theme of the given webinar. It is important to indicate that attendees can contribute and share their own experience by participating as a speaker in one of the webinars to be carried out.

For example, the Facebook HCI-Collab video channel (see **Figure 8**) allows the recording of each seminar for later publication, thus speeding up the online video production process of an HCI theme to be available immediately at the end of each seminar. Each time a webinar is carried out, it requires covering a process that generally helps to organize the participants and display the presentation and distribution of the learning resources in HCI. Thus, the process is composed of four stages according to the proposed process model in **Figure 2**.

### **5.2 Services**

The technology of service-oriented architecture [12, 13] was also exploited to identify several web services to support the main process of collaborative production of HCI webinars such as HCI webinar production and HCI webinar management (see **Figure 11**). The web services for the first process are as follows: prepare content for HCI webinar, make previous tests for an HCI webinar, give conference of HCI webinar, and answer questions from the audience. The second process, HCI webinar management, is supported by the web services: call for a new HCI webinar, accept an HCI webinar speaker, identify the speaker, introduce the speaker, get questions from audience, and publish a new HCI webinar.

In this case study, the collaborative production of educational resources is concreted in the repository of HCI webinar from a website HCI-Collab. In addition, the participants in the HCI webinars become members of HCI-Collab community [15].

### **5.3 Repositories**

The initiative called "One year of HCI webinars" [15] helps to produce HCI educational resources in order to obtain a repository as extensive as possible online and free of charge on various topics related to HCI in Spanish. They are short-lived webinars under many topics. Something that we have been doing regularly, that is natural to us. The webinar has as its main interest topic, teaching HCI, mainly in the university field; all initiatives offered by companies, or other entities or groups, are also welcome.

The digital resources, as well as the experiences and successful projects presented in the webinar, can be capitalized under a platform as a collaborative network website to support the teaching-learning processes in the area of humancomputer interaction at the Ibero-American level, HCI-Collab, a website that helps meet training and updating needs in the HCI area in the region (See **Figure 12**). The proposal was feasible in the event that each of the members of the HCI-Collab community reaches at least one webinar, during a year; a large amount of material was obtained with a fairly low collaborative effort. This repository represents a training corpus that can be used to complement HCI teaching.

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**Figure 12.**

*Website for the initiative One year of HCI webinars [15].*

**Figure 11.**

*Collaborative Production Model of Educational Resources for Human-Computer Interaction…*

*DOI: http://dx.doi.org/10.5772/intechopen.90992*

*Web services for collaborative production of HCI webinars.*

*Collaborative Production Model of Educational Resources for Human-Computer Interaction… DOI: http://dx.doi.org/10.5772/intechopen.90992*

#### **Figure 11.**

*Human 4.0 - From Biology to Cybernetic*

to attend to the management of activities of the online audience, such as confirming communication to attendees and recording your concerns, questions, and comments. Attending to the participants' questions is important because if several have the same question or concern, it can be resolved at once and live. In turn, this will cause the participants to provide feedback to the comments and questions of the other attendees. This avoids massive emails and wasted time answering similar questions. In the evaluation phase, the academic resources that accompany each webinar, such as practices, interactive applications, transparencies, and the conference itself, will be available through the online repository of the HCI-Collab network. Other resources can make up the collection of the repository such as conversation forums, topics of interest, and collaborations that are based on the theme of the given webinar. It is important to indicate that attendees can contribute and share their own experience

by participating as a speaker in one of the webinars to be carried out.

stages according to the proposed process model in **Figure 2**.

questions from audience, and publish a new HCI webinar.

corpus that can be used to complement HCI teaching.

For example, the Facebook HCI-Collab video channel (see **Figure 8**) allows the recording of each seminar for later publication, thus speeding up the online video production process of an HCI theme to be available immediately at the end of each seminar. Each time a webinar is carried out, it requires covering a process that generally helps to organize the participants and display the presentation and distribution of the learning resources in HCI. Thus, the process is composed of four

The technology of service-oriented architecture [12, 13] was also exploited to identify several web services to support the main process of collaborative production of HCI webinars such as HCI webinar production and HCI webinar management (see **Figure 11**). The web services for the first process are as follows: prepare content for HCI webinar, make previous tests for an HCI webinar, give conference of HCI webinar, and answer questions from the audience. The second process, HCI webinar management, is supported by the web services: call for a new HCI webinar, accept an HCI webinar speaker, identify the speaker, introduce the speaker, get

In this case study, the collaborative production of educational resources is concreted in the repository of HCI webinar from a website HCI-Collab. In addition, the participants in the HCI webinars become members of HCI-Collab community [15].

The initiative called "One year of HCI webinars" [15] helps to produce HCI educational resources in order to obtain a repository as extensive as possible online and free of charge on various topics related to HCI in Spanish. They are short-lived webinars under many topics. Something that we have been doing regularly, that is natural to us. The webinar has as its main interest topic, teaching HCI, mainly in the university field; all initiatives offered by companies, or other entities or groups, are also welcome. The digital resources, as well as the experiences and successful projects presented in the webinar, can be capitalized under a platform as a collaborative network website to support the teaching-learning processes in the area of humancomputer interaction at the Ibero-American level, HCI-Collab, a website that helps meet training and updating needs in the HCI area in the region (See **Figure 12**). The proposal was feasible in the event that each of the members of the HCI-Collab community reaches at least one webinar, during a year; a large amount of material was obtained with a fairly low collaborative effort. This repository represents a training

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**5.2 Services**

**5.3 Repositories**

*Web services for collaborative production of HCI webinars.*


#### **Figure 12.**

*Website for the initiative One year of HCI webinars [15].*

In addition, the Facebook HCI-Collab allows also the recording of each seminar for later publication, thus speeding up the online video production process on an HCI theme to be available immediately at the end of each seminar (see **Figure 8**). Each webinar can be shared through the direct URL or inserted into a blog post, and specific contacts can also be invited; but in any case they will be notified automatically when a public webinar is created.
