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This article discusses issues involved in creation and use of course Web sites for language learning. Examples are drawn from German courses taught by the author. Course Web sites created "from scratch" are compared with sites created with a template-based authoring tool, Web Course in a Box. The development of Web Course in a Box is also discussed.

This article outlines the design considerations that go into the making of an authoring system. The author uses examples from his own authoring system, Private Tutor, to illustrate the points made. Many of the proposed criteria apply equally well to CAI materials in general. The emphasis of the article is not on the technical aspects of creating an authoring system but on the concepts that define its operation. In particular, the program should be intuitive and leave most of the control in the hands of the student. The author also discusses the design principles of Private Tutor in relation to the Macintosh computer. The Macintosh is seen as an excellent vehicle for the implementation of a well designed authoring system.

Whenever a new project to produce computer-assisted learning materials is begun, one of the most fundamental decisions concerns the selection of an approach to program development. There is a choice between at least three major approaches: using a general purpose programming language, an educational programming language, or an educational authoring system. There are considerable differences in factors such as programming expertise and development time required by the three approaches. Perhaps the most dramatic example of this is the fact that the third approach demands no programming expertise whatever. It is therefore important to be aware of the alternatives in order to make an informed choice of the most suitable approach for each materials development project.

This paper illustrates how a computer-assisted interactive video systemcan be designed to improve the listening comprehension skill in foreign language teaching. The courseware makes use of a wide selection of HELP OPTIONS as informational feedback to assist the learner's mastery of authentic natural Korean. These options have been designed to maximize student control while accommodating diverse needs and language learning strategies.

This article describes how the capabilities of the MacLang authoring system allow the teacher to create computer-assisted instruction that fulfills the listening needs of foreign language courses. Examples are given of the use of audio and video interfaces which facilitate listening comprehension.

The integration of culture into the language learning experience has always been tenuous either because teachers feel inadequate in their knowledge of the foreign culture or because they have not been adequately trained for the teaching of that culture.This paper characterizes an interactive video project, VIDEODEUTSCH, which facilitates the controlled access of video material and the presentation of other language and cultural materials in a pre-programmed manner. This text can be used by the learner in the laboratory or it can be teacher- controlled in the classroom. The organization of the program allows the student to participate with verbal and nonverbal linguistic and cultural phenomena in a realistic way which begins to approach actual experience in the culture.This paper describes VIDEODEUTSCH in terms of its hardware, its authoring system, the types of visual reference materials used, the organization of the phases which make up each of its units, what it teaches, and gives a sample of its computer programs.

Authoring systems for computer-based training are becoming more and more common as hardware costs decrease. Decision makers who must select an authoring system must be sure that the system selected will meet actual training needs both present and future as determined by an in-depth analysis. Assuming the analysis has been done, this paper discusses the steps for selecting a suitable authoring system in some detail.

ICTs represent strategic resources for Cultural Heritage (CH) projects. Anyway, several conditions put the success of promotion projects at risk, especially if carried out at the local level. Firstly, local scale amplifies the weight of budget constraints on the priorities of public administrations, compelled to allocate funds to the physical conservation of heritage rather than to software and training. Secondly, proprietary SW, often sophisticated and complex in procedures, fails to integrate precious unformalized knowledge from local stakeholders and communities, particularly in the field of cultural tourism. Finally, a changing demand for cultural tourism, with potential visitors frequently searching for information directly on the Web before moving, requires a higher interactivity in tools and systems. The paper illustrates the work carried out at the Construction Technologies Institute for delivering procedures and SW specifically designed to simplify the publication of geo-referenced information and reduce the need for specialized skills and equipments. The described results were achieved along different research programs focusing on the Albanian CH with a learning-by-doing approach.

Vibrotactile feedback provides immersive media experience. To facilitate the design of vibrotactile effects, an authoring system is essential. Soundtrack streamlined interfaces [Ryu and Choi 2008; Lee et al. 2009] were initially initially introduced to create temporal vibrotactile effects for individual actuators. Unfortunately, temporal effects designing with sound waves in temporal domain cannot well transfer to tactile sensations for designers without sufficient sound or haptic skills. More recent research [Schneider et al. 2015] designed spatial vibrotactile effects that manipulating control points that specify spatial tactile paths. However, spatial effects designing with control points might be difficult to capture complex spatial behaviors.

Madoko [6-8] is a novel authoring system for writing complex documents. It is especially well suited for complex academic or industrial documents, like scientific articles, reference manuals, or math-heavy presentations. One particular important aspect of Madoko is to write a document in high-level Markdown [5] with a focus on semantic content. From this document specification we can generate both high-quality PDF output (via LATEX) but also generate highquality HTML that can re-scale and re-flow dynamically. Styling is done through standard CSS attributes and can be done orthogonal to the content.

It appears that mobile adaptive learning application are still rarely used in real world learning settings apart from research projects. One possible explanation is that the complex relations between learning content and contextual information are to abstract and therefor difficult to grasp for authors of such applications. This results in a very steep learning curve, especially for non-technology-savvy users, and ultimately in a negative attitude against this method of teaching. This papers describes a concept for an authoring system that aims at making the abstract parts of adaptive mobile learning more concrete.

Gesture-based interaction is still underutilized in the mobile context despite the large amount of attention it has been given. Using accelerometers that are widely available in mobile devices, we developed M.Gesture, a software system that supports accelerometer-based gesture authoring on single or multiple mobile devices. The development was based on a formative study that showed users' preferences for subtle, simple motions and synchronized, multi-device gestures. M.Gesture adopts an acceleration data space and interface components based on mass-spring analogy and combines the strengths of both demonstration-based and declarative approaches. Also, gesture declaration is done by specifying a mass-spring trajectory with planes in the acceleration space. For iterative gesture modification, multi-level feedbacks are provided as well. The results of evaluative studies have shown good usability and higher recognition performance than that of dynamic time warping for simple gesture authoring. Later, we discuss the benefits of applying a physical metaphor and hybrid approach.

This paper proposes a system which enables users to have enhanced interior deigning and authoring tool through augmented reality (AR). The proposed system, which we refer to as DreamHouse, focuses on providing natural user interaction and realistic AR experience by enabling following features: 1) allowing users to utilize bare-hand interaction with an attached egocentric RGB-D camera when trying to make detail adjustments to virtual objects' size, location and orientation, 2) rendering every virtual object in consideration of an environment and lighting conditions, creating photo-realistic scenes to help users to have immersive and realistic interior designing experience. As a result, DreamHouse allows users to freely and easily interact in physical space with virtual objects using bare hands and gives immersive and realistic AR authoring experience to users through photo-realistic rendering.

Now that you have a tentative idea for a tip-board chutes-and-ladders type of game, you need your game to have some sort of path to give the player a goal and purpose for the marble. Good portals will move you farther along the path, and bad portals will drop you back. For the path itself, because a typical casual game is meant to be played multiple times, the path should be either generated at runtime or at least chosen from a pool of possible paths. Because creating the logic and code for a fully automated path is beyond the scope of this book, you will compromise by creating an authoring system that will let you design paths quickly and store them in efficiently small sizes.

In this paper, we continue our work on the creation of artificial intelligence (AI) behaviors for graphical interactive characters by novice users. We refer to novice users as any persons who do not have any particular skills, training and experience in both programming and design. The focus of this paper is on the analysis of the needs and requirements that are necessary to identify and repair problems related to the rendering of the behaviors after the authoring stage. We also briefly sketch our strategy for the behavior repair in the behavior authoring system that we are developing.

Creating animations is a complex activity that often requires an expert, especially if results need to be obtained under time pressure. As animations are potentially relevant in many different contexts, it is interesting to allow more people to use them for communicating ideas about time-varying phenomena. Multi-touch devices create opportunities to redesign existing applications and user interfaces, and new classes of animation authoring tools that use gestural interaction have therefore started to appear. Most of them focus on specific applications, such as cartoon and puppet animation. This chapter presents idAnimate, a low-fidelity general-purpose animation authoring system for sketching animations on multi-touch devices. With idAnimate, the user can manipulate objects with natural hand gestures while the system records the trajectories and transformations, using them to build animations.

We hypothesize that when cognitive tutors are integrated into online courseware, the online courseware can provide a new type of adaptive instructions, such as impasse-driven adaptive remediation and need-based assessments. As a proof of concept, we have developed an adaptive online course on the Open Learning Initiative OLI platform by integrating four new instances of cognitive tutors into an existing OLI course. Cognitive tutors were created with an innovative cognitive tutor authoring system called Watson. To evaluate the effectiveness of the adaptive online course, a quasi-experiment was conducted in a gateway course at Carnegie Mellon University. The results show that the proposed adaptive online course technology is robust enough to be used in actual classroom with mixed effect for learning.

The worldwide increase of cognitive surplus leads to successful social authoring projects. In this research, social authoring mechanisms used in Linux and Wikipedia projects were analyzed to identify the key success factors. In addition, tools used in the recent successful social media such as Facebook and Ushahidi were evaluated to extract components which may be applied in social authoring systems. Based on these analyses, the improvement factors in the design of social authoring projects were suggested. The social authoring projects are expected to be more successfully achieved by providing the core components proposed in this article.

This paper describes the design and implementation of a file system-based distributed authoring system for campus-wide workgroups. We focus on documents for which changes by different group members are harder to automatically reconcile into a single version. Prior approaches relied on using group-aware editors. Others built collaborative middleware that allowed the group members to use traditional authoring tools. These approaches relied on an ability to automatically detect conflicting updates. They also operated on specific document types. Instead, our system relies on users to moderate and reconcile updates by other group members. Our file system-based approach also allows group members to modify any document type. We maintain one updateable copy of the shared content on each group member's node. We also hoard read-only copies of each of these updateable copies in any interested group member's node. All these copies are propagated to other group members at a rate that is solely dictated by the wireless user availability. The various copies are reconciled using the moderation operation; each group member manually incorporates updates from all the other group members into their own copy. The various document versions eventually converge into a single version through successive moderation operations. The system assists with this convergence process by using the made-with knowledge of all causal file system reads of contents from other replicas. An analysis using a long-term wireless user availability traces from a university shows the strength of our asynchronous and distributed update propagation mechanism. Our user space file system prototype exhibits acceptable file system performance. A subjective evaluation showed that the moderation operation was intuitive for students.

This article focuses on the development of Natural Language Processing (NLP) tools for Computer Assisted Language Learning (CALL). First, we have developed some NLP tools: a labelled dictionary of Arabic (as complete as possible), a generator for morphological derivatives, a Conjugator and a morphological analyzer for Arabic. Second, we used these tools to create a number of educational applications for learning the Arabic language by using the proposed system SALA (an NLP-based authoring system, organized into three distinct layers: functions, scripts and activities).

Recent CNRS-financed CALL research in Toulouse offers hope for improving L2 listening perception and spoken production through new on-screen, simultaneous reading and listening techniques and an emphasis on lexical stress visual annotation as a neglected key to acquiring basic spoken intelligibility. Although the research has concentrated principally on the French/English language pair its implications are potentially important for the study of all languages and the SMIL-based authoring system developed is language independent and has been used for producing prototype learning activities in German, Dutch, Spanish, French, Italian, Finnish, Russian and Arabic. The authoring system SWANS (Synchronised Web Authoring Notation System) uses metaguiding via highlighted annotated text together with synchronised sound to inhibit L1 interference during the reading process. The shared networked use of documents generated with SWANS constitutes an innovation in teacher training by allowing experts in local L1 interference problems to share their knowledge of lexical stress on a Europe-wide basis.

Concept-Resources Maps Authoring System is an independent software R&D by Shanghai Distance Education Group. Concept-resources maps conceive a new way to exhibit education resources. With the help of Concept-Resources Maps Authoring System(CRMAS), teachers and students can combine and organize education resources by means of concept maps.This paper first introduced research background, analysised meanings and main features of CRMAS, then analyzed the system’s architecture and RIA technology, and finally introduced its application in 52 laboratory schools in Shanghai.

One of the major challenges in the development of medical Intelligent Tutoring Systems (ITS) is the development of authored content, a time-consuming process that requires participation of discipline experts. In this publication, we describe the development of software systems called DomainBuilder and TutorBuilder, designed to streamline and simplify the authoring process for general medical ITSs. The aim of these systems is to allow physicians without programming or ITSs background to create a domain knowledge base and author tutor cases in a time efficient manner. DomainBuilder combined knowledge authoring, case authoring, and validation tasks into a single work environment, enabling multiple authoring strategies. Natural Language Processing (NLP) methods were integrated for parsing existing clinical reports to speed case authoring. Similarly, TutorBuilder was designed to allow users to customize all aspects of ITSs, including user interface, pedagogic module, feedback module, etc. Both systems underwent formal usability studies with physicians specializing in dermatology. Open-ended questions assessed usability of the system and satisfaction with its features. Incorporating feedback from usability studies, DomainBuilder and TutorBuilder systems were deployed and used across multiple universities to create customized medical tutoring curriculum. Overall, both systems were well received by medical professionals participating in usability studies with participants highlighting ease of utilization and clarity of presentation. Usability study participants were able to successfully use the system for the authoring tasks. DomainBuilder and TutorBuilder are novel tools that combine comprehensive aspects of content creation, including creation of domain ontologies, case authoring, and validation.

Multiple intelligences, with its hypothesis and implementation, have ascended to a prominent status among the many instructional methodologies. Meanwhile, pedagogical theories and concepts are in need of more alternative and interactive assessments to prove their prevalence (Kinugasa, Yamashita, Hayashi, Tominaga, & Yamasaki, 2005). In general, item templates adopted in current on-line testing system are mostly true and false, multiple choice and multiple selection. More sophisticated interactive alternatives such as click and select, drag and drop, link, collide and magnetize are still in great demand. The fact that the lack of template alternatives has made it difficult for the general teachers to incorporate interactive items into testing. To underpin interactive multimedia test, this research has cultivated interactive item template as the basic sharing atomic unit. In addition, a corresponding visual item authoring system Interactive Test Item System (ITIS) (Koong et al., 2007), and an auto-grading examer were developed. Meanwhile, an item sharing website based on Web2.0 was constructed, through which users can exchange the created interactive item templates, interactive items, and interactive test sheet. The design of on-line visual authoring item editor has made it possible to create items by click and select, drag and drop, link, or parameter setting. Multimedia such as text, image, audio, and animation can be added, deleted or set to the wished animated effect to created into an interactive item, while on-line interactive testing as well as auto-grading are supported. The system was applied to the 5th graders to assess their learning performance on Social Studies. Focuses of this research are on investigating: (1) differences between interactive multimedia test and the conventional paper-and-pencil examination; (2) performance of student of different capability with different testing approaches; and (3) testee's opinions toward ITIS. Essential findings are as follows: (1) student's performance was consistent either in interactive test or paper-and-pencil examination, signifying capability can be tested through the system. Also, little discrimination was shown between two types of testing; (2) better performance was indicated when underachievers were implemented interactive multimedia test; and (3) positive attitudes was shown by students who have taken interactive multimedia test.

This paper introduces a difference between mobile Augmented Reality (AR) authoring and desktop AR authoring, and suggests an interface system that can be applied to in-situ authoring of AR contents on a mobile device. The mobile devices have enabled users to use the AR system anytime and anywhere. It is now necessary to create user`s individualized context information using mobile devices on the spot. To author AR contents easily with mobile devices, we need to maximize the convenience of mobile systems, which have yet limitation. To do so, this paper suggests new interaction approaches that manage augmented contents using visual cues and other simple attribute settings. In addition, to solve the problem that users have to hold their mobile devices to track markers while authoring contents, this system enables users to author contents in environment based on captured images. This interface system also can make cooperation environment for more than one users to author contents. This paper verifies the usefulness of the proposed interface by user tests. The results of an analyzing users` comments show that the proposed interface is suitable for in-situ mobile authoring system.

This paper presents a system for generating dynamic narratives from videos. These narratives are characterized for being compact, coherent and interactive, as inspired by principles of sequential art. Narratives depict the motion of one or several actors over time. Creating compact narratives is challenging as it is desired to combine the video frames in a way that reuses redundant backgrounds and depicts the stages of a motion. In addition, previous approaches focus on the generation of static summaries and can afford expensive image composition techniques. A dynamic narrative, on the other hand, must be played and skimmed in real-time, which imposes certain cost limitations in the video processing. In this paper, we define a novel process to compose foreground and background regions of video frames in a single interactive image using a series of spatio-temporal masks. These masks are created to improve the output of automatic video processing techniques such as image stitching and foreground segmentation. Unlike hand-drawn narratives, often limited to static representations, the proposed system allows users to explore the narrative dynamically and produce different representations of motion. We have built an authoring system that incorporates these methods and demonstrated successful results on a number of video clips. The authoring system can be used to create interactive posters of video clips, browse video in a compact manner or highlight a motion sequence in a movie.

Various contents are needed by many users as more developing the internet technologies. However, the conventional contents service structure can`t support these requirements sufficiently. Therefor, the UCC that novel contents type is made based on the Web 2.0 concepts. It is needed the contents authoring tools that can use easily for creating multimedia UCC. In this paper, we analyze problems of exist ActiveX based contents authoring tool and local application based contents editor. we design and propose new authoring system that solve problems of exist system.

An e-Learning authoring system for advanced graduate education has been developed. The general goal is developing not only the e-Learning authoring system but also the universal and multipurpose system using a streaming technology. Here is the development of the web-based authoring system using the streaming technology. The important information technology of this system is to convert from PowerPoint file with sound into Windows Media file. The developed system gives professors or instructors who are not familiar with the information technology, especially the streaming technology an easy making of the e-Learning contents using the streaming technology.

Immersive authoring refers to the style of programming or developing content from within the targetexecutable environment. Immersive authoring is important for fields such as augmented reality (AR) in which interaction usability and user perception of the target content must be checked first hand, in situ. In addition, the interaction efficiency and usability of the authoring tools itself is equally important forease of authoring. In this paper, we propose design principles and describe an implementation of animmersive authoring system for AR. More importantly, we present a formal user study demonstrating its benefits and weaknesses. In particular, our results demonstrate that, compared to using the traditional 2D desktop development method, immersive authoring gained significant efficiency in specifying spatial arrangements and behavior tasks, a major component of AR content authoring. However, it was not so successful for abstract tasks such as logical programming. Based on this result, we suggest that a comprehensive AR authoring tool should include such immersive authoring functionality to help, particularly non-technical media artists, create effective contents based on the characteristics of the underlying media and interaction style. Refereed/Peer-reviewed

With the development of information communication and network technologies, ubiquitous era that supports various services regardless of places and time has been advancing. The development of such technologies have a great influence on educational environments. As a result, e-learning concepts that learners use learning contents in anywhere and anytime have been proposed. The various learning contents authoring systems that consider the e-learning environments have also been developed. However, since most of the existing authoring systems support only PC environments, they is not suitable for various ubiquitous mobile devices. In this paper, we design and implement a contents authoring system based on learning activities for u-learning environments. Our authoring system significantly improves the efficiency for authoring contents and supports various ubiquitous devices as well as PCs.

With the development of information communication and network technologies, ubiquitous era that supports various services regardless of places and time has been advancing. The development of such technologies has a great influence on educational environments. As a result, e-learning concepts that learners use learning contents in anywhere and anytime have been proposed. The various learning contents authoring systems that consider the e-learning environments have also been developed. However, since most of the existing authoring systems support only PC environments, they are not suitable for various ubiquitous mobile devices. In this paper, we design and implement a contents authoring system based on learning activities for u-learning environments. Our authoring system significantly improves the efficiency for authoring contents and supports various ubiquitous devices as well as PCs.

Learning in complex and ill-structured knowledge domains requires accommodation of multiple perspectives embedded in authentic activities and the reconciliation of those perspectives with personal beliefs resulting in conceptual change. Cognitive flexibility hypertext systems support that process by enabling learners to explore authentic cases from multiple thematic perspective. Study 1 showed that knowledge exploration alone is insufficient to engage those conceptual change processes. So we reasoned that providing learners with environments that engage more constructive, personal knowledge representation activities would better support conceptual change. However, these environments rarely support learners in structuring, integrating, and representing their personal beliefs with other perspectives. That became the goal of our iterative research process. We describe a design-based research study conducted over three years that chronicles the evolution of a hypertext information system into a collaborative knowledge construction environment. Situated in different subject areas and contexts, the project examined learner roles for interpreting and later representing and constructing their own complex, non-linear content structures. At the core of the project was an evolving hypertext authoring system, Crisscrossing, in which users in the latest version collaboratively construct non-linear hypertext structures as well as represent non-linear and sequential pathways through the content structures they construct. During each research cycle, we conducted extensive usability testing and utilized qualitative and quantitative research methods to describe changes in learners’ roles and their effects on students’ conceptual change while interpreting cases and producing and annotating their own cases. Learners consistently produced patterns of artifacts within and outside the environments, experienced poor transfer to new cases, and manifested difficulty in accommodating and creating multiple perspectives and applying causal reasoning. Implications for system design are discussed.

Providing appropriate and cooperative work among learners is an essential factor of a successful educational authoring system. Although from the viewpoint of beginning authors, many authoring functions are employed in existing authoring tool, there has been little research to solve authoring difficulties by companion`s assist and to keep pace with learning. Therefore, in this paper, we designed and developed a educational authoring tool using mathematical language and cooperative work among learners, verified the validity. The authoring tool proposed has key features to hide authoring handicaps and keep pace with learning and cooperate with each other by using networked and language-based authoring tool.

Recent advances in bioinformatics have opened entire new avenues for organizing, integrating and retrieving neuroscientific data, in a digital, machine-processable format, which can be at the same time understood by humans, using ontological, symbolic data representations. Declarative information stored in ontological format can be perused and maintained by domain experts, interpreted by machines, and serve as basis for a multitude of decision support, computerized simulation, data mining, and teaching applications.We have developed a prototype symbolic model of canonical neuroanatomy of the motor system. Our symbolic model is intended to support symbolic lookup, logical inference and mathematical modeling by integrating descriptive, qualitative and quantitative functional neuroanatomical knowledge. Furthermore, we show how our approach can be extended to modeling impaired brain connectivity in disease states, such as common movement disorders.In developing our ontology, we adopted a disciplined modeling approach, relying on a set of declared principles, a high-level schema, Aristotelian definitions, and a frame-based authoring system. These features, along with the use of the Unified Medical Language System (UMLS) vocabulary, enable the alignment of our functional ontology with an existing comprehensive ontology of human anatomy, and thus allow for combining the structural and functional views of neuroanatomy for clinical decision support and neuroanatomy teaching applications.Although the scope of our current prototype ontology is limited to a particular functional system in the brain, it may be possible to adapt this approach for modeling other brain functional systems as well.

In this study, we present users assistants for e-learning environment over the Web called AVUNET. It was made up of an educational server that allows access to the available courses on the site. The server was structured in pedagogical labs that respond to the user needs. It offers also a module for self-evaluation so that the user can evaluate his/her level. Trainers have created this facility very carefully to assure a detailed evaluation with very accurate solutions. Based on the model of "telephone ring", the system proposes facilities for communication and collaboration in order to bring the trainers and the learners closer to each other. This forum of trainers and learners allow the users to exchange information and their experiences pedagogic. These experiences are acquired by the use of computer aided tools for virtual navigation through structured hypertext documents. The user actions during a learning or navigation session are analyzed.

We have developed some education support systems using Web，and made some trials of the systems in our college. This paper reports one of the above systems，the Web-based examination system. There are many advantages in learning and examination using PC，compared to the conventional methods via books and paper texts. However，some problems such as authoring load and diversification of the test form and test security were pointed out. Here，by solving these problems，we present Web-based examination system that has advantages for both teachers and students .I n this system，security environment of the client PC was drastically improved further than the Web browser by the adoption of the secure exclusive client operation screen.

In recent years, mobile devices have become very popular within young people. Thanks to developments in mobile technologies, these devices can now do much more than just voice calls and texts. We envision mobile devices as tools for improving the young users' lifestyle, especially for learning. In this work we present a web authoring system that makes it possible to create a mobile application that supports children in learning a new language in a more pleasant and entertaining way by using Augmented Reality. This application allows pupils to improve their speaking skills turning the language acquisition into a game under the supervision of both teachers and parents. Our contribution is focused on understanding how digital technology can facilitate learning while keeping in mind that it is a wide and interdisciplinary issue.

International audience; A multimedia document authoring system should provide analysis and validation tools that help authors find and correct mistakes before document deployment. Although very useful, multimedia validation tools are not often provided. Spatial validation of multimedia documents may be performed over the initial position of media items before presentation starts. However, such an approach does not lead to ideal results when media item placement changes over time. Some document authoring languages allow the definition of spatio-temporal relationships among media items and they can be moved or resized during runtime. Current validation approaches do not verify dynamic spatio-temporal relationships. This paper presents a novel approach for spatio-temporal validation of multimedia documents. We model the document state, extending the Simple Hyperme-dia Model (SHM), comprising media item positioning during the whole document presentation. Mapping between document states represent time lapse or user interaction. We also define a set of atomic formulas upon which the author's expectations related to the spatio-temporal layout can be described and analyzed.

This paper discusses the ongoing development of a tool to produce through an authoring system an interactive map with advanced functions. A first map has been produced in collaboration with the Municipality of Cetinje (Montenegro); a map of the Municipality of Gioia del Colle is still under construction with students of a secondary school. These activities concern the Mu.S.A. (Must See Advisor) Project, a cultural heritage booster aiming at giving visibility to less known sites as potential tourism destinations by valuing knowledge from selected communities.