Technology is growing faster than the rate at which the educational system is evolving, and the distance between these two vital functions of our society needs to be reduced. Utilizing computer science we can provide optimized learning methods to match this proliferating technology and accelerate education.


Gleaning knowledge from aggregate arts and sciences, the creation of supplemental learning tools, used by teachers and students, through poly-sensory experiences, can build solid foundations as a precursor to our future's successful and meaningful experiences in higher education.


New learning methods will accelerate education in a way that provides higher standards so that it catches up to technology. These new horizons will empower the future pioneers of science to explore new frontiers progressing from the technology revolution and information exchange era we live in today.


Imagine if middle school students were introduced to calculus concepts through interactive dimensions that provide an instantaneous understanding of a derivative or integral:

\begin{print}
\begin{center}
\begin{pspicture}(-4,-3)(4,6)
\rput(0,4){$f'(x) = \frac{d}{dx}f(x)$}
\psplot[algebraic,linewidth=2pt]{-4}{4}{x^2}
\psplot[algebraic,linecolor=blue,linewidth=3pt]{-4}{4}{4*(x-0.1)*0.1}
\psline{->}(-4,0)(4,0)
\end{pspicture}
\end{center}
\end{print}
\begin{interactive}
\begin{pspicture}(-4,-3)(4,6)
\uservariable{alpha}(0.1,0){x}
\rput(0,4){$f'(x) = \frac{d}{dx}f(x)$}
\psplot[algebraic,linewidth=2pt]{-4}{4}{pow(x,2)}
\psplot[algebraic,linecolor=blue,linewidth=3]{-4}{4}{4*(x-alpha)*alpha}
\psline{->}(-4,0)(4,0)
\end{pspicture}
\end{interactive}


\begin{interactive}
\begin{center}
\psset{unit=1cm}
\begin{pspicture}(-8,-2)(8,2)
\uservariable{alpha}(0.1,0){x}
\psplot[algebraic,linewidth=2pt,fillstyle=solid, fillcolor=lightblue]{-6.28}{alpha}{sin(x)}
\psplot[algebraic,linewidth=2pt]{-6.2831}{6.2831}{sin(x)}
\psline(-6.6831853, 0)(6.6831853, 0)
% begin x-axis labels:
\psline(-6.2831853, -0.1)(-6.2831853, 0.1)
\rput(-6.2831853, -0.3){$-2\pi$}
\psline(-4.712388975, -0.1)(-4.712388975, 0.1)
\rput(-4.712388975, -0.3){$-\frac{3\pi}{2}$}
\psline(-3.14159265, -0.1)(-3.14159265, 0.1)
\rput(-3.14159265, -0.3){$-\pi$}
\psline(-1.570796325, -0.1)(-1.570796325, 0.1)
\rput(-1.570796325, -0.3){$-\frac{\pi}{2}$}
\psline(0, -0.1)(0, 0.1)
\rput(0, -0.3){$0$}
\psline(1.570796325, -0.1)(1.570796325, 0.1)
\rput(1.570796325, -0.3){$\frac{\pi}{2}$}
\psline(3.14159265, -0.1)(3.14159265, 0.1)
\rput(3.14159265, -0.3){$\pi$}
\psline(4.712388975, -0.1)(4.712388975, 0.1)
\rput(4.712388975, -0.3){$\frac{3\pi}{2}$}
\psline(6.2831853, -0.1)(6.2831853, 0.1)
\rput(6.2831853, -0.3){$2\pi$}
\end{pspicture}
\end{center}
\end{interactive}
\begin{print}
\begin{center}
\psset{unit=1cm}
\begin{pspicture}(-8,-2)(8,2)
\psplot[algebraic,linewidth=2pt,fillstyle=solid, fillcolor=lightblue]{-6.28}{3.14}{sin(x)}
\psplot[algebraic,linewidth=2pt]{-6.2831}{6.2831}{sin(x)}
\psline(-6.6831853, 0)(6.6831853, 0)
% begin x-axis labels:
\psline(-6.2831853, -0.1)(-6.2831853, 0.1)
\rput(-6.2831853, -0.3){$-2\pi$}
\psline(-4.712388975, -0.1)(-4.712388975, 0.1)
\rput(-4.712388975, -0.3){$-\frac{3\pi}{2}$}
\psline(-3.14159265, -0.1)(-3.14159265, 0.1)
\rput(-3.14159265, -0.3){$-\pi$}
\psline(-1.570796325, -0.1)(-1.570796325, 0.1)
\rput(-1.570796325, -0.3){$-\frac{\pi}{2}$}
\psline(0, -0.1)(0, 0.1)
\rput(0, -0.3){$0$}
\psline(1.570796325, -0.1)(1.570796325, 0.1)
\rput(1.570796325, -0.3){$\frac{\pi}{2}$}
\psline(3.14159265, -0.1)(3.14159265, 0.1)
\rput(3.14159265, -0.3){$\pi$}
\psline(4.712388975, -0.1)(4.712388975, 0.1)
\rput(4.712388975, -0.3){$\frac{3\pi}{2}$}
\psline(6.2831853, -0.1)(6.2831853, 0.1)
\rput(6.2831853, -0.3){$2\pi$}
\end{pspicture}
\end{center}
\end{print}

This changes the meaning of what $ \frac{d}{dx}f(x)$ and $\int_a^b f(x) dx$ mean to a student, and these neurological footprints in our youth can be beneficial to our future. This ingrained solid foundation will allow for the affirmation of knowledge when it is learned in higher education, activating and reinforcing neurological connections, as opposed to learning important information for the first time; this type of preparation will metamorphose education into an edifying enlightenment.


Ideally, this projects serves twofold: First, in closing the gap for non-web-technical authors to express ideas and concepts through Web technology without the knowledge of coding or user interface design by mapping a typesetting language to interactive programming. Second, in providing deep, educational experiences for our youth to engage more in the sciences, and begin to use exploration and creativity in learning through interactive textbooks.

Education

A huge problem an author is faced with upon writing a digital textbook these days, is that in creating such digital learning content, there is no standard format. There exists not a cooperation, but a competition of numerous attempts at forming ``eBook'' and digital textbook formats by myriad corporations. Are today's authors equipped for the numerous publishing platforms?


I argue we should throw out all this noise and use what we already have. There exists a standard, in fact two---HTML5 and \TeX, and they aren't going anywhere. In fact, both happen to be the standard for their respective fields (Web and Academics).


Just as music notation is what enables an orchestra to play in a synchronized manner, standards can enable us to document science in a harmonious way.


HTML5 has proven itself as evolving from connected static documents to a viable computing platform for interactive applications and resources. \TeX\ has also lasted the last 30+ years as the standard for publishing academic text.


Many professors in higher education who write textbooks know \TeX, however, they don't often know how to program the Web. The future of building interactive user interfaces should lie not in the hands of programmers, but in the hands of the expert of a given field---the goal of this project is to supply math, physics, and engineering professors with a platform to express mathematical concepts to students to provide immersive learning environments.


I claim we can use existing standards to achieve the rapid adoption of utilizing technology to help education and solve the race to finding a viable digital publishing format.

Publishing and Standards

It's hard to see how the divergence of publishing formats affects us because authors represent a small percentage of our population. Science is good for society, and people need to share information---organizing education and learning can improve the articulation of scientific ideas. Can authors fully express ideas and concepts through existing publishing channels?


\begin{quotation}
In order to understand the phenomena surrounding a new technology, we must open the question of {\it design}---the interaction between understanding and creation. In speaking here of design, we are not restricting our concert to the methodology of conscious design. We address the broader question of how society engenders inventions whose existence in turn alters that society \cite[4]{understanding}
\end{quotation}

A new technology for publishing should facilitate {\it the transmission of ideas}---a professor doesn't just write a book, they are impacting many students across the globe.


Overtime, through {\it increased levels of abstraction}, like \TeX\ $\rightarrow$ \LaTeX, authors have been able to publish more freely, because they can adopt and learn the standard typesetting languages. The distance between their intentions and articulations remains somewhat small. However, if an author must use a new interface for publishing, this increases the distance between the expression of their ideas and the actual concepts at hand.


The hope is that by accelerating the authorship of academic work digitally, as well as increasing the interactivity and immersion of the resulting documents, both publishing and learning are positively influenced. 


The Art of Communicating Ideas

Many attempts and standards have been introduced to standardize the transmission and display of scientific text, formulae, and diagrams across the web. These include, but are not limited to MathML, SVG, and the canvas HTML5 element. The issue with these is that although they are supported on most browsers, the creation of content within these constructs can be verbose or require programming. 


New tools have produced great value, namely MathJAX, which has solved rendering of mathematical formulae online. However, MathJAX is {\it only} focused on the math, not typesetting or generating graphics.


Tools such as {\tt latex2html} have been released for converting typeset documents to HTML, however, they require a terminal, are not real-time, and do not render interactive graphics and diagrams. This solution also generates several static pages on a user's system, which still requires an upload for them to be made useful. 


Since the successes of typesetting and word-processing, authoring the web through various forms of HTML has grown into myriad expressions. Today thousands of web frameworks exist, at a time where the common Web browser is a viable computing platform, and through programming we can provide real-time authoring of interactive mathematics across multiple devices with poly-sensory interactivity.


The Web has an infinite number of expressions, although it has strict functional specification. The general idea of this project is to combine two standards; \LaTeX\ for how things should ``look'', and HTML5 as the standards for how things should ``function''.


The gap that should be filled is simple. Static HTML pages are not enough---diagrams need to be generated, and if interactivity is required, then dynamic computations need to be made, which requires a dynamic language such as JavaScript. However, the authorship of HTML and JavaScript is not easy, thus using an existing standard de facto language like \LaTeX\ for generating interactive documents can optimize the authorship of interactive material to help accelerate education.


Donald Knuth, who was the first man to call programming an Art, successfully paved the way for us to document science in a consistent and beautiful way through \TeX. His creation was the result of frustration in producing mathematical books digitally, and to enable the authorship of {\bf beautiful} books, ``Gentle Reader: This is a handbook about TeX, a new typesetting system intended for the creation of beautiful books---and especially for books that contain a lot of mathematics'' \cite[5]{texbook}.


This text is about LaTeX2HTML5, a new web-based typesetting system intended for creation of beautiful interactive books---and especially for books that contain of lot of mathematics. Donald Knuth, in his book ``The Art of Computer Programming'', said: ``Science is what we understand well enough to explain to a computer. Art is everything else we do''. It is the Art that allows us to bridge the gap for those that are interested, and that is the expression at which this project strives. 


\begin{interactive}
\img{/app/assets/paper/devices.jpg}
\end{interactive}
\begin{print}
\begin{center}
\includegraphics[width=400pt]{images/devices.ps}
\end{center}
\end{print}

2 Introduction