From my experience, if you can get teachers to buy into this medium as a useful and powerful application, you've got the major portion of the battle won. However, having teachers feel comfortable with hypermedia can be a daunting task. It's important that the instructional benefits be made clear right from the start as well as getting them comfortable with the basics of the application. I developed a staff development model of a ten hour course for learning hypermedia that involved lots of instructional examples of uses of the medium, time to explore the product and time to try it out with students in the computer lab. I found the teachers weren't as interested in generating their own personal projects as in knowing how to make hypermedia a useful tool for their students.
Hypermedia is a great team sport.
I've paired students with artistic talents with creative writers and combined them with a very computer savy student. Sorting out the jobs in relation to the talents has worked well in our group-based hypermedia projects. I n education, we are continually aware of the need for assessment of student work. The need for a way to evaluate the quality of student-generated hypermedia work is challenging since hypermedia projects don't fit the typical quantitative mold. However, there are some general elements that can be assessed in relation to the organization, content, objects, graphics, and links in a project.