My Notes: Hypermedia in the Teaching and Learning Environment

Hypermedia in the Teaching and Learning Environment

We will follow a similar format as other presentations here. We will begin with an overview of hypermedia, followed by a discussion of hypermedia-based instructional strategies, benefits and drawbacks, some examples and resources, and then an exploration of some common development tools.

Agenda

Overview
Instructional Strategies
Benefits
Drawbacks
Examples and Resources
Common Development Tools

What is Hypermedia?

“Hyper” + “Media”
Non-linear
Interactive Multimedia

ú Storage and retrieval à Viewing and manipulating.

ú Ability to browse, navigate, and analyze

ú Searching and indexing features

ú Annotation or personalization features

ú User-centered

Hypermedia is very similar to hypertext in it’s “hyper” or non-linear nature. However, while hypertext refers to non-linear text, hypermedia refers to non-linear media…of all forms. Hypermedia is very similar to interactive multimedia in many ways. It allows for storage, retrieval, viewing, and manipulation of information, users have the ability to browse, navigate, and analyze information. Hypermedia has various searching and indexing features, to provide more user control and individualization of the learning environment, as well as other annotated or personalized features, such as the user interface or layout. Finally, hypermedia is a user-centered tool.

Essential Features of Hypermedia

Database of Information
Multiple methods of navigation
Multiple media
Hypermedia environments are simply databases of information in various formats that allows for multiple methods of navigation. This database may not be in the traditional sense of the term, but is a collection of information searchable and navigable through various means. Some issues to consider include the types of media, the size and organization of the database, the modifiability of the database, and both the external, or visible, and internal, or invisible structure of the database.
Due to the structure and purpose of hypermedia environments, navigation is a critical component of its usefulness. Great care must be taken in making sure the user doesn’t get “lost in cyberspace”. Also, while larger databases of information are more useful, the likelihood of the user getting lost is increased. To address this, both orientation and navigation must be addressed. Orientation refers to the user knowing where they are in the environment, and navigation refers to the user knowing how to get around in the environment. Some orientation issues include using a consistent design, using breadcrumbs to allow the user to know what “level” of the system they are in, and providing visual cues. As far as navigation is concerned, there are many different methods, and multiple ones should be provided. Some possibilities include hyperlinks, the fore mentioned breadcrumbs, menus, maps, timelines, search tools, and indexes. These all diminish the likelihood the user will get lost in the hypermedia environment.
Finally, the inclusion of multiple forms of media is essential to the effectiveness of a hypermedia environment. The designer or instructor should take great care in determining the type of media implemented, as well as how it will be used. It is essential to use media formats in ways that enhance their strengths in the learning environment and diminish their weaknesses. Also, using media in conjunction with each other to maximize the strengths of each and minimize the limitations of each is critical to the effectiveness of hypermedia learning applications.

Types of Hypermedia Systems

Commercial software packages
Commercial interactive videodisc packages.
Presentation authoring tools
Video authoring/editing tools
Hypermedia authoring tools
There are a number of different hypermedia systems. First, are commercial multimedia/hypermedia software packages. These are pre-packaged products developed by software publishing companies and offer a variety of media, including animation, video, audio, and links to the Internet. While many of these are very nice, it is critical that the teacher preview these packages before determining their appropriateness in the classroom.
Another common tools are commercial interactive videodisc packages. Until recently, with the emergence of CD-ROM and DVD storage media, interactive videodiscs were the storage medium of choice for full-motion video in combination with text and still pictures. These are still rather popular due to the availability of video discs players still in schools, as well as the alignment many of these tools have with the existing curriculum.
A variety of authoring tools also exist. One category is presentation software, which can be used to develop linear and non-linear presentations that primarily include a combination of text, still pictures, and limited audio and animation. However, these have grown in functionality and now offer the ability to include more advanced forms of media, as well as ease of use.
Other authoring tools include video production and editing systems. While these used to be rather difficult and expensive to produce and edit, new video editing systems have changed this, and it is now much more common in hypermedia systems. Now, anyone from advanced video editors to non-technical individuals can produce professional- looking movies.
Finally, are multimedia or hypermedia authoring systems. As with presentation and video editing authoring tools, these have become much more sophisticated, but easier to use as they have aged. They are increasingly capable of allowing users to include many advanced features commonly seen in more professionally developed hypermedia applications, with much greater ease than in the past.
Each of these have various benefits and drawbacks, dependent upon the user, learning environment, and other issues, such as equipment and time availability or user experience.

Learning Strategies

Electronic notebooks
Cognitive mapping

ú Concept maps; Semantic networks

ú Inspiration

Self-tests
Games
Conceptual models
Coaching/cueing
Others:

ú Role-playing

ú Problem solving

ú Collaboration

ú Graphing

ú Bookmarks

Many hypermedia programs now have the functionality to allow users to add their own notes in and electronic notebook. This often allows for the ability of users to integrate other forms of media, such as hypertext and images. These electronic notebooks are very useful in facilitating encoding and recall of information. One problem is that these are often used poorly. They can be either difficult to use, or often lose the notes when the system is shut off. Also, learners sometimes prefer hand-written notes as they can personalize them much easier, such as by adding diagrams. If deciding to use an electronic notebook, simply ask if the use enhances the learning environment. One potential benefit is the ability to copy and paste information from the hypermedia environment…this could benefit many users.
Cognitive mapping is a useful tool instructional tool and with the advent of tools, such as Inspiration or Kidspiration, is becoming more useful. Inspiration is a concept mapping tools which allows the integration of various forms of media, such as images and hypertext. In the future, additional forms of media will most likely be allowed, such as audio and video. Cognitive mapping has shown to promote encoding, recall, and comprehension.
A self test is essentially an interactive quiz that allows the learner to determine the amount of progress they are making, and whether it is appropriate to move on to the next “level”. These may include multiple choice tests, problems, or simulation activities. Due to the user-centered nature of hypermedia, self-tests are usually optional, but can be made to be mandatory. It is important that they be created as learning tools, and not measures of achievement. The emphasis should be on providing feedback to the learner. Self tests, while useful in improving metacognitive strategies, are also useful for encoding, recall, comprehension, and application.
Games can be excellent additions to hypermedia environments. While often called “edutainment”, they have many motivational characteristics. These are common in many pre-packaged hypermedia application systems.
Conceptual models include animations or computer diagrams with the goal of developing effective and appropriate mental models. These are specifically effective in facilitating navigation, orientation, encoding, recall, comprehension, and application. Most hypermedia formats include conceptual models.
A coach is an advisor that appears in a hypermedia environment when cued by the learner. It may include a text, audio, or video message, and animation, or a link to an appropriate area, among others. A coach may provide information on a number of topics, such as navigation, or other learning strategies. Cueing is related to coaching, but is a more general method of providing advice…usually in the form of a text or audio message. These two benefit metacognition, navigation, encoding, comprehension, and others.
Other learning strategies that have many benefits in hypermedia include role-playing, problem solving, collaborative hypermedia environments, specifically that promote communication, graphing or illustrative techniques, and bookmarks, used to facilitate learner orientation and navigation.

Benefits

User Control

ú More relevant

ú Self-paced

Non-linear
Immediate and Consistent Feedback
Various Complexity Levels Within a Single Tool
Increases content retention and comprehension
More illustrative
Addresses multiple modalities
Many of these have already been discussed, but I will touch on them one more time. First, hypermedia provides user directed, non-linear methods for organizing and accessing information, and supports access to information according to individual demands in a learner-focused environment. These strategies have been shown to facilitate learning and skill building.
Users are also provided with immediate and consistent feedback. When navigating through a hypermedia environment, all users that select a particular link will immediately be presented with feedback related to their choice. Additionally, while the route of navigation may vary, the feedback from each individual link is the same for all users.
Due to navigational freedom, multiple levels of complexity can be housed in a single tool. For example, if addressing Newton’s laws, the complexity level can go from simply stating and providing illustrations of the laws to more advanced analysis features related to the laws.
Hypermedia also appears to increase learners’ content retention and comprehension by allowing them to control and regulate their rate of learning. The most effective hypermedia educational programs allow personalization, customization, and immediate feedback, and they compel cognitive involvement.
The use of graphics, audio, multiple language features, and icon-driven menu selections permit the inclusion of users who are poor readers or who have poor language skills, as well as high-functioning learners. This not only allows for more illustrative learning environments, but also allows the learning tool to be more useful for learners of varying learning modalities and styles.

Drawbacks

Learner Ability

ú Lower ability students often have difficulty

Learner Activity

ú Direct influence on learner’s achievement

Navigational and Experiential Issues

ú More experienced hypermedia users = more non-linear steps = increased effectiveness of hypermedia

ú Spatial Disorientation

ú Knowledge Acquisition

“Newness”
While hypermedia “can offer techniques that can help the less able student perform better”, research has shown that lower ability learners often have more difficulty effectively utilizing interactive multimedia. Other research suggests that the level of activity the learner engages in affects the learner’s achievement in the multimedia environment. Additionally, more experienced interactive multimedia users take more nonlinear, and fewer linear steps through the environment, thus increasing the effectiveness of the interactive multimedia application as a learning tool.

§ The structure and freedom associated with interactive multimedia environments, while providing some benefits, can also act as constraining factors to these other limitations involve navigational and experiential issues. Inexperienced users, where inexperience refers to both interactive multimedia environments and the content area, encounter various problems including goal attainment, in which inexperienced users can often overlook important information; spatial disorientation, in which users can be overwhelmed and have a sense of being lost in the information; and knowledge acquisition, in which students feel cognitively overloaded due to having to perform multiple tasks such as information storage, restructuring, transfer, and evaluation. Finally, due to the environment or content being too new, interactive multimedia structures can often initially be too advanced for many inexperienced learners

Other Limitations

Time and Hardware needs
Lack of training
Projection needs
Integration problems
Memory and storage problems
In order to take full advantage of the benefits of hypermedia, students need ample online development time. In many classrooms, this can be problematic for a number of reasons. Two primary issues are limited time availability and access to computers. The problem becomes worse when computers are not adequate for hypermedia authoring, such as they lack the necessary digitizing equipment or speed.
While the ease of use of hypermedia authoring systems is evident, they can still require a significant amount of “know how” and training. In many school districts, though, training is limited due to insufficient resources or other reasons. Additionally, trainign often focuses on the “how to” and not on integration issues related to hpermedia. To address tis, hypermedia training must place more emphasis on effectively integrating hypermedia into the curriculum.
In order to illustrate presentations or student work using hypermedia, a video projector is often required. This can be problematic as not all classes have this capability, and not all schools have the resources for additional projectors. ■
Integration of hypermedia technology into the curriculum presents some major problems. students need sufficient time to focus, plan, design, develop, reflect, and revise. This is problematic in the traditional 50-minute classroom. While block-scheduling is increasing in popularity, for hypermedia authoring to have a significant impact on learning, there needs to be an examination of ways to infuse more flexibility into students’ daily schedules.
Hypermedia projects can be very large. Video and sound files can take up a large chunk of a hard drive. This will continue to be a problem until compression issues, and the associated cost issues, are addressed. Tranfer of files from one computer to another is also a problem. With the advent of larger storage devices, such as CD-roms’s and DVD’s, these are less problematic, but many schools still rely on floppy disks as a storage medium for students.