This document provides an overview of hypermedia and its significance in the educational context, emphasizing its characteristics and integration in teaching. Hypermedia is defined as a multimedia educational software that allows learner autonomy through non-linear navigation and control over learning activities. Key features include learner control, a wide range of navigation routes, and the inclusion of various media types, all of which enhance the teaching-learning process.

1. UNDERSTANDING
HYPERMEDIA
FERNANDEZ, Nereid Kaye P.
Prepared by:

2. OBJECTIVES
At the end of the lesson, students shall be able to:
1. define hypermedia and its characteristics; and
2. Explain how they are going to integrate hypermedia in
their class.

4. What is
HYPERMEDIA?

5. HYPERMEDIA is nothing but MULTIM
but this time packaged as an
educational computer software
where information is presented and
student activities are integrated in a
virtual learning environment.

6. MULTIMEDIA HYPERMEDIA

7. Most educational IT applications are
hypermedia and these include:
• tutorial software packages;
• knowledge webpages;
• simulation instructional games;
and
• learning project assessment, and
others

8. The presentation of information-
learning activities in multimedia is
said to be sequenced in a non-linear
manner.
Meaning, the learner may follow
his path of activities thus providing
an environment of learner autonomy
and thinking skills.

9. This fact makes it therefore
important to understand
hypermedia in the educational
context in order to ensure their
successful integration in the
teaching-learning process.

10. The flight simulator used to train
pilots is an example of a highly
developed hypermedia program.
Observe that it
stimulates an
environment that
allows student pilots
to practice authentic
(as is needed to be
done in the real
world) tasks while
reducing the load of
the cognitive mode of
learning.

11. What are the
characteristics
of
HYPERMEDIA?

12. Learner
Control
Learner wide
range of
navigation
routes
Variety
of
media
CHARACTERISTICS of
HYPERMEDIA

13. This means the learner makes
his own decisions on the path, flow or
events od instruction. The learner
has control on such aspects as
sequence, pace, content, media,
feedback, etc. that he/she may
encounter in the hypermedia learning
program.
LEARNER CONTROL

14. For the most part, the
learner controls the sequence
and pace of his path depending
on his/her ability and
motivation.
LEARNER WIDE RANGE
OF NAVIGATION ROUTES

15. He/She has the option to
repeat and change speed, if
desired. Of course, at the start, the
learner may choose the learning
activities he/she prefers.
Meanwhile, the teacher has
the prerogative to determine
suitable learning objectives.

16. The learner has a wide range
of navigation routes such as by
working on concepts he/she is
already familiar with. He/She may
even follow a linear or logical path,
even if the previous activity is half-
completed. He/She may explore
other sections opting to return or
complete the previous activity.

17. Hypermedia includes more than
one media (text, graphics, audio,
animation and video clip) but does
not necessarily use all types of
media in one presentation.
VARIETY OF MEDIA

18. Since only virtual learning activity
takes place, it is important from the
standpoint of the teacher to optimize the
learning process by identifying the
characteristics of media application, as
well as the advantages and limitations of
such an application.

19. In the use of HYPERMEDIA, the following
instructional events will prove useful to the owner.
1 2 3 4
5 6 7 8

20. Gain the
learner’s
attention

21. Recall prior
learning

22. Inform learner’s
of lesson
objectives

23. Introduce the
software and its
distinctive
features

24. Guiding learning,
eliciting
performance

25. Provide learning
feedback

26. Assess
performance

27. Enhance
retention and
transfer

28. Application:
In your own words, define what is
HYPERMEDIA. Be sure t include its 3
CHARACTERISTICS.

29. Evaluation:
Make an essay on how you are going
to integrate HYPERMEDIA in your own
classroom.

30. SCORING RUBRICS
Content – 50%
Organization of Ideas – 50 %
100%