**2. Problem outline**

The region of Latin America is not only vast for its geographical space but also diverse and multicultural, where researchers and academics from this area or community have proposed and made known the benefits of the HCI that they can bring to today's society.

Unfortunately, in Latin America, it has been more difficult to use the traditional educational resources, largely due to high costs and the lack of access to services. In addition, the publications that are in a foreign language with different cultural and educational contexts make this type of materials inaccessible for students at the Institution of Higher Education (IHE) in Latin America [6]. One reason for the high cost of textbooks is that most of them are produced outside the region [4]. The fundamental problem is not related to the lack of production capacity but to the difficulty of teachers or local authors to publish and distribute their own educational resources. The problem with the origin of the textbooks has several additional consequences, besides their cost [7]: most educational resources are not adapted to the context of higher education in Latin America, the latest versions being not available in a language mastered by most teachers and students, which creates a damaging perception of being in a lower position and that knowledge always comes from abroad [8].

In general, some educational resources produced in Spain are used by teachers since the beginning of this century, but the contents require explaining and adapting to Latin American educative context. One should not forget that one of the biggest problems is the lack of books, educational content, and related resources in this area [5, 6]. Other problems arise and need to be addressed in the HCI area in the Latin American region, such as the lack of training strategies and the availability of content and educational resources in Spanish as shown in **Figure 1**. According to that figure, note that it is also necessary to consolidate the technical skills in the area and establish communication mechanisms between professionals and academics in the future development of the HCI. The problem of access to HCI content for both teachers and students at a university level has several additional consequences, apart from its cost [9]; most of the contents are not adapted to the Latin American

**107**

**Figure 2.**

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

context, and the most recent versions are not available in a language most teachers and students dominate, creating a not very good learning experience and perceiving

**3. Collaborative production model of educational resources for HCI**

model [10] to describe a collaborative production of HCI educational resources (see model of **Figure 2**). This model is characterized as an iterative, incremental, and interactive process. Then, in the early stage of planning phase, it is necessary to define a plan for the production of new HCI educational resources as well as the organization of human resources. It is involving here system analysts, media specialists and content producers are involved here. The next phase (design phase)

*Collaborative production model of HCI educational resources (inspired of Boehm's model).*

This section proposes an extension of spiral model from Boehm software process

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

knowledge in general comes from the outside.

*Some issues related to teaching human-computer interaction [4].*

**Figure 1.**

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

**Figure 1.**

*Human 4.0 - From Biology to Cybernetic*

**2. Problem outline**

to today's society.

In the last decade, the HCI has a special relevance in the Latin American region. A large number of researchers of HCI community have presented their contributions at several conferences [4]. However, some problems arise and need to be addressed in the HCI area in the Latin American region, such as the lack of training strategies and the availability of content and educational resources in Spanish. One solution is to develop HCI contents in terms of different formats such as demos, slides, handouts, textbooks, user experience analysis, and usability tests. The advantage of digital educational resources versus traditional formats is that they can be accessed and reused to be part of new online courses with different learning styles at a university level. The user can have access to educational resources with additional multimedia features (such as video, audio, animation and interactive applications, and 3D content), and finally they can update as often as necessary [5]. This work presents a model as an alternative solution for the collaborative production of educational resources, emphasizing various types of online resources available to the user. It is structured as follows: the next section shows the production issue of HCI education resources in the Latin American region; Section 3 presents a conceptual model for the collaborative production of education resources in HCI. The two subsequent sections implement the model in two real case studies where teachers and researchers from several universities cooperate in order to provide educational

resources available in Spanish to the HCI community of Latin America.

The region of Latin America is not only vast for its geographical space but also diverse and multicultural, where researchers and academics from this area or community have proposed and made known the benefits of the HCI that they can bring

Unfortunately, in Latin America, it has been more difficult to use the traditional educational resources, largely due to high costs and the lack of access to services. In addition, the publications that are in a foreign language with different cultural and educational contexts make this type of materials inaccessible for students at the Institution of Higher Education (IHE) in Latin America [6]. One reason for the high cost of textbooks is that most of them are produced outside the region [4]. The fundamental problem is not related to the lack of production capacity but to the difficulty of teachers or local authors to publish and distribute their own educational resources. The problem with the origin of the textbooks has several additional consequences, besides their cost [7]: most educational resources are not adapted to the context of higher education in Latin America, the latest versions being not available in a language mastered by most teachers and students, which creates a damaging perception of being in a lower position and that knowledge always comes from abroad [8].

In general, some educational resources produced in Spain are used by teachers since the beginning of this century, but the contents require explaining and adapting to Latin American educative context. One should not forget that one of the biggest problems is the lack of books, educational content, and related resources in this area [5, 6]. Other problems arise and need to be addressed in the HCI area in the Latin American region, such as the lack of training strategies and the availability of content and educational resources in Spanish as shown in **Figure 1**. According to that figure, note that it is also necessary to consolidate the technical skills in the area and establish communication mechanisms between professionals and academics in the future development of the HCI. The problem of access to HCI content for both teachers and students at a university level has several additional consequences, apart from its cost [9]; most of the contents are not adapted to the Latin American

**106**

*Some issues related to teaching human-computer interaction [4].*

context, and the most recent versions are not available in a language most teachers and students dominate, creating a not very good learning experience and perceiving knowledge in general comes from the outside.
