2. Definition:
1. A self made multimedia projects that you can
use for your instruction or discussion. It can be
approached in two different ways:
As an instructive tool , such as in the production by
the students of a P.P presentation.
As a communication tool when students do
a multimedia presentation to stimulate a
television news show.
3. 2. An application which uses
associative relationships amongst
information contained within multiple
media data for the purpose of
facilitating access to, and manipulation
of, the information encapsulated by
the data.
4. 3. A hypermedia project is one
which unites multimedia with
hypertext, a non-sequential,
non-linear method of display
created for use on the web.
5. PURPOSE
“The purpose of hypermedia is
to provide access to and manipulation of
information.”
6. The use of hypermedia must be
carefully guided by teachers and other
educational professionals to ensure that
students are learning and focusing on
valuable curricular concepts. Hypermedia
can be a great tool to help facilitate
differentiations of instruction in the
classroom, but there are some pitfalls as
well.
8. Advantages:
• One of the major advantages of hypermedia
is the ability to quickly follow associations and
look up related material.
• References can be traced both back-wards
and forward in a way which can be difficult
and time consuming with printed media. In
addition, the user can annotate the material
and create new references.
9. • Information can also be structured in a
variety of ways. Multiple organizations of
the same material allow for specialized
structures for different user categories.
(Conklin 1986, 1987).
• Hypermedia has a strong potential for
learning applications since learning by
exploration (Papert 1980) might be
facilitated in a natural way. The student
can browse the material and find new
information as she explores a subject area.
10. • Another possible advantage of
hypermedia for learning applications
is that hypermedia systems is usually
considered as fun to use. Even though
this might be a result of the novelty
of the medium, the potential for
visual richness and high degree of
feedback could be regarded as
positive by the users.
11. Disadvantages:
• Ease of browsing might increase the risk
that the learner skips through the material
much to hasty, and thus get a shallow and
fragmented conception of the subject.
• The risk of getting disoriented can result in
confusion rather than understanding,
especially if the user jumps around
between different nodes in a more or less
random manner.
12. • Using a hypermedia system involves a certain
cognitive overhead (Conklin 1986, 1987). The
problems is that the user has to interact with the
system in order to accomplish anything, which
can be more or less complex.
• The author of a research paper, for example,
might suddenly want to make an note on a new
idea which she comes to think of. If this is
complicated and requires many steps it is
possible to loose track of the idea and partly
forget it. There is also a risk the one loses track of
what one was writing in the first place.
13. Hypermedia in an educational setting include the
fact that it takes a tremendous amount of time to
initially develop hypermedia lessons.
• Hypermedia involves students who already have
focusing on specific tasks. Those students who
have trouble focusing on assignments in general
may be overwhelmed by hypermedia lessons.
They may lose focus entirely or may learn a little
bit about a lot of things, but they might miss the
central purpose of an assignment.
14. 1. What two components are
necessary for a hypermedia
program to be successful?
2. What are the essential features of
hypermedia? (Structure of
Hypermedia)
3. What learning should features of
hypermedia support?
15. Hypermedia must have a clear and
well-reasoned purpose.
Hypermedia must be designed in
accordance with that purpose.
16. The Essential Features of Hypermedia
(Structure of Hypermedia)
(1) A database of information
Consisting of many pages, each of which contain objects
(information elements) that are linked to other objects or pages.
Information elements (text, pictures, audio, video, etc.)
(2) Multiple media for presentation of the information.
Media: e.g. text, pictures, audio, video.
(3) Multiple methods of navigations, including hyperlinks
Navigation devices (methods) may include hyperlinks, words,
images, menu, buttons, indexes, maps, tables of content,
timelines, and word search functions.
The navigation techniques used are those that make sense for
the content.
17. Features to support learning are those that facilitate it
directly. These features are those which enhance motivation,
encoding and retention of the knowledge, or use of knowledge.
(1) Motivation: (Two motivation theories: )
– Keller and Suzuki (1998): attention, relevance, confidence, and
satisfaction.
– Malone and Lepper (1987): challenge, curiosity, control, and
fantasy.
• The most applicable to hypermedia are probably attention,
confidence, and control.
– Attention: through good display design and selection of
different media.
– Confidence: through support for orientation and navigation.
– Control: through a good user interface that makes actions like
navigation and selecting user options easy to do.
18. (2) Encoding and Retention
• Encoding and Retention can be facilitated
– through the use of organizers (advance organizers, diagrams within
the program, and summaries at the end).
– By good organization and sequence.
– By scaffolding
– Through interactions.
(3) Using Knowledge (by interactions)
• Use of knowledge is best enhanced by using it, so interactions
for practice, exploration, and construction best enhance the
future use of knowledge in a hypermedia.
• By interactions we do not mean navigation actions, but those
activities of the learner that are intended to enhance
involvement, motivation, attention, and learning.
• Interactivity in hypermedia is that it should be driven by the
main purpose of the program.
19. 4. What purpose of facilitation do learning
strategies in hypermedia program have?
What techniques do the hypermedia
programs have to facilitate the purpose?
Learning strategies are activities engaged in by the
learner and largely at the learner’s own initiation. (e.g.
online activity: rereading material; off-line activity: take
notes)
A hypermedia program features should encourage,
support, and enhance a good repertoire of learning
strategies.
20. • Learning strategies in hypermedia programs
serve purpose of facilitating:
– Metacognition
– Searching and navigation
– Learner orientation
– Encoding
– Recall
– Comprehension and application of knowledge
21. The main features and techniques possible in
hypermedia programs facilitating learning strategies
for the purposes described above are:
• Electronic notebooks
• Cognitive mapping • Conceptual models
• Coaching and cueing • Visualization and
graphing
• Collaboration
• Bookmarks
• Self-tests
• Calculators
• Multiple views and
role-playing • Repeating/reviewing
• Giving problems • Cut-and-paste
• Play games • Printout
