0.2 Hypermedia  (Page 2/2)

Authoring. Users can author, or create, their own unique collections of information, adding or linking text, graphics, and audio as they wish. They can use this creation for their own individual use, to share with others, or to prepare a report or presentation.

Hypermedia materials can be created easily. The user can write a script using a special scripting language that is more like spoken language than earlier programming codes (such as those used for BASIC and Pascal). Any object can become “hyper” through scripting. For example, a word can become “hot”, thus allowing the user to connect to a glossary or to other concepts associated with that particular term. Graphics and buttons can also b scripted as links to other information. The user, with the aid of a mouse, points to a word or a button and clicks the mouse. A button is an icon that might be a picture or graphic or might look like a button one might press on any electric device. The button is used to move around in the hypermedia environment. In a hypermedia environment, then, you activate the link and make the connection between pieces of information. The linking interface lets you navigate, or move about, more quickly and precisely within a hypermedia environment. The interactive nature of hypermedia is the essence of its advantages. Hypermedia engages learners to make choices about moving within the material in meaningful ways, thus fulfilling the requirement of learner participation (the R of the ASSUTRE model).

Advantages

Multisensory. The incorporation of sounds and images along with text expands the channels to the mind.

Connections. By using “hot buttons” students can connect ideas from different media sources, for example, connecting the sound of a foghorn with the word “lighthouse”.

Individualized. Web structure allows users to navigate through the information according to their interests and to build their own unique mental structures based on their exploration.

Teacher and student creation. Software allows teachers and students to easily create their own hypermedia files; student projects can become opportunities for collaborative work.

Limitations

Lack of structure. Students whose learning style requires more structured guidance may become frustrated. Students ay also make poor decisions about how much information they need to explore.

Non-interactive. Programs can be simply one-way presentations of information with no specific opportunities for interactive practice with feedback.

Complex. More advanced programs may be difficult to use, especially for the student production because they require the ability to use a scripting language.

Time consuming. Because they are nonlinear and invite exploration, hypermedia programs tend to require more time for students to reach pre-specified objectives. Because they are more complex than conventional instructional material, hypermedia systems require time for both teachers and students to learn to use.

Integration

Ready-made hypermedia instructional courseware is available for teachers to use in their classrooms. Many titles have been developed for use in all areas of study. For example, Digestion is designed to be used by secondary science students; with complex and accurate diagrams, students can learn about the process of digestion. This program is available as a complete package; you do not have to do anything to the software. However, you will need to consider how to best introduce the application into the curriculum and what types of follow-up are appropriate.

Connie Courbat, a third-grade teacher, developed HyperStudio stacks to use with her students for their study of the Oregon Trail and the westwards movement. Her academically challenged students used an instructional stack and reported on the information they learned. With her more advanced students, she developed a shell for stacks that her students could use to create their own stacks. These stacks were created to help the rest of the class learn more about the westward movement. All the students had an opportunity to utilize hypermedia in a manner appropriate to their learning levels, and everyone enjoyed their learning experiences.

Teachers can either adapt existing materials or create new materials to fill a need of their own students. When you and your students are creating any multimedia materials, be certain to follow copyright guidelines (see “concerns: Multimedia Materials”). Because hypermedia software---for example, HyperStudio---provides an easy-to-use authoring language, many teachers have learned to successfully develop their own hypermedia materials. One caution: don’t think that ability to use the automatically bestows expertise either in instructional design or visual design. These skills are usually developed through special study and lots of practice. Some advice on screen design is provided in “Designing Computer Screens,” in Classroom Resources, Section C.

Hypermedia can shift the roles of teacher and learners in the classroom. Because hypermedia materials are so easy to develop, it is feasible for students to create their own programs and thus gain the benefits of creative learning. Given instruction, students can create hypermedia materials that revolve around a particular topic of study. Your role becomes that of resource person for the students. Digital video and audio can be added to hypermedia files with little effort. Most computer systems have the capabilities of adding digitized “video clips” without any additional software or hardware. For example, QuickTime color “movies” can be imported into HyperStudio stacks with ease. In addition, QuickTime movies can be added to other types of files, such as word processing documents.

It is beyond the scope of this chapter to describe in detail the various techniques for developing hypermedia. Resources on hypermedia development are listed in the Suggested Readings at the end of the chapter.