Hypermedia Learning Environments: Instructional Design and Integration

by Kommers; Piet A.M.

• ISBN13: 9780805818284
• ISBN10: 0805818286
• Edition: 1st
• Format: Hardcover
• Copyright: 1996-10-01
• Publisher: Routledge

Summary

Hypermedia and multimedia have penetrated the world of computer games, Internet, and CD-ROM based reference manuals. However, the fields of education, schooling, and training ask more specific benefits from them. This book provides practical approaches to transform these media into learning tools. Crucial helping steps include the migration from expository to exploratory learning strategies, the integration of collaborative learning practices in plenary and individualistic teaching styles, and the evolution from test-driven to experience-oriented training. This volume has three goals: * to discuss the concepts of hypermedia, multimedia, and hypertext and review pertinent research lines; * to provide guidelines and suggestions for developing multimedia applications; and * to place technology within a broader context of education and training through a discussion of rich environments for active learning (REALs). The book takes a developmental focus to helpf readers set up and manage the process of developing a multimedia application. It is not a technical or a how-to manual on working with video, sound, digitized graphics, or computer code. The text takes a unique approach to the idea of media-- viewing media as delivery systems: if video is called for, use it; if sound will help in an application, use it. The fundamental guidelines presented here are usually notmedia specific. Media works only within the strategies with which they are used. Aimed at practitioners--people who teach about or develop multimedia and hypermedia applications--this volume carefully examines the main components and issues in developing applications. It provides suggestions and heuristics for sound, fundamental design processes.

Table of Contents

Preface	ix
Purpose	ix
Goals	x
Audience	xi
Content and Parts	xi
Limitations	xi
How to Use this Book	xi
Acknowledgments	xii
Software Examples	xii
Contributors	xii
Part I: Hypermedia and Multimedia Concepts
Definitions	1	(12)
Piet A. M. Kommers
New Media: Are they Essential to Learning and Teaching	1	(1)
Definitions	2	(7)
The Family of New Media	9	(2)
References	11	(2)
Multimedia Environments	13	(20)
Piet A. M. Kommers
Hypermedia as Information Resources for Learning	15	(5)
Three Metaphors underlying Hypermedia	20	(5)
Learning Through CD-ROM-based Hypermedia	25	(6)
Conclusion	31	(1)
References	32	(1)
Research on the Use of Hypermedia	33	(46)
Piet A. M. Kommers
Multimedia in the Landscape of Teaching and Learning	34	(5)
Didactic, Physical, and Epistemic Navigation in Hypertext	39	(2)
Can hypertext essentially assist in complex mental tasks, such as learning and knowledge acquisition?	41	(11)
Which is the best way of interacting between users and a hypertext system?	52	(4)
What user interfaces are appropriate for navigation and collaboration in hypertext?	56	(8)
Which Is the right granularity to represent knowledge beyond the level of associative links?	64	(3)
Conclusion	67	(1)
References	68	(11)
Part II: Developing Hypermedia and Multimedia Applications
Nodes and Organization	79	(10)
Joanna C. Dunlap
Scott Grabinger
Node Characteristics	79	(2)
Guidelines	81	(6)
Conclusion	87	(2)
Links	89	(26)
Scott Grabinger
Joanna C. Dunlap
Characteristics of Links	89	(5)
Kinds of Links: Contextual Links	94	(5)
Kinds of Links: Support Links	99	(8)
Guidelines	107	(7)
Conclusion	114	(1)
Human-Computer Interface Design	115	(22)
Rose Marra
HCI Definition	116	(1)
Basic HCI Principles	117	(4)
Production Bias	121	(3)
Assimilation Bias	124	(3)
Intuitiveness	127	(2)
Computer as Tool	129	(5)
Conclusion	134	(1)
References	134	(3)
Screen Design	137	(20)
Scott Grabinger
Legibility	138	(3)
Aesthetic Quality Guidelines	141	(3)
Basic Typography Guidelines	144	(6)
Macrolevel Design Guidelines	150	(3)
Microlevel Design Guidelines	153	(2)
Conclusion	155	(1)
References	155	(2)
User Support Strategies	157	(16)
Joanna C. Dunlap
Orienting Users to the Application	158	(3)
Facilitating Navigation	161	(4)
Feedback to Keep Users Informed	165	(3)
General User Support	168	(3)
Conclusion	171	(2)
Evolution and Maintenance	173	(14)
Rose Marra
Definitions	173	(1)
Rationale for Evolution and Maintenance	174	(2)
Creating Procedures	176	(2)
Guidelines	178	(6)
Conclusion	184	(1)
References	185	(2)
Formative Evaluation	187	(24)
Martin Tessmer
Front-end and Formative Evaluation Purposes	187	(1)
Multimedia Evaluation Needs	188	(1)
Front-end Evaluation Questions	189	(7)
Formative Evaluation Questions	196	(9)
Evaluating the Multimedia Experience and Outcomes	205	(1)
Conclusion	206	(1)
References	207	(4)
Part III: Rich Environments for Active Learning
Encourage Student Responsibility	211	(16)
Scott Grabinger
Joanna C. Dunlap
REALs	212	(1)
Guidelines	213	(9)
Conclusion	222	(1)
References	223	(4)
Make Learning Meaningful	227	(12)
Joanna C. Dunlap
Scott Grabinger
Generative Learning	228	(1)
Anchored Instruction	229	(1)
Cooperative Learning and Generativity	229	(1)
Guidelines	230	(8)
Conclusion	238	(1)
References	238	(1)
Active Knowledge Construction	239	(16)
Joanna C. Dunlap
Scott Grabinger
Guidelines	240	(13)
Conclusion	253	(1)
References	253	(2)
Learner Assessment	255	(18)
Thomas A. Cyr
Tests versus Assessment	255	(3)
Basic Premises	258	(1)
Assessment Guidelines	259	(6)
Lifelong Learning Competencies and Assessment	265	(3)
Conclusion	268	(2)
References	270	(3)
Index	273