Abstract
Abstract: The World Wide Web has become a widely available platform for learning with hypermedia. However, WWW hypermedia is often limited in both guidance and navigation support. To improve hypermedia in these aspects, we propose a spatial hypermedia browser for educational purposes. A prototype browser, named HyperMap, has been designed to integrate guided explorative browsing with external control over a learnerAs navigation. The flexible control by authors over navigation allows the integration of traditional courseware elements into hypermedia. We explain how the direct manipulation authoring environment in HyperMap simplifies the construction of a curriculum in spatial hypermedia. Object libraries and scripting of adaptive hypermedia objects help a HyperMap author to be productive. We include recent follow-up field-tests at NTU that confirmed the effectiveness of learning with HyperMap spatial hypermedia. The theoretical prospects of further integration of hypermedia with rules for intelligent tutoring are outlined as well. Editors: Gerry Stahl (U. Colorado, USA). Reviewers: Margaret Bearman (U. Monash, AU), Michel Crampes (Parc Scientifique George Besse, FR), Jay Lemke (City U. New York, USA), Ilana Snyder (Monash U., AU), Collaborative Knowledge Building Environments Seminar (U. Colorado, USA). Interactive elements: System walkthrough and commentary of the MENO (Multimedia, Education and Narrative Organisation) system, as described in the article. Interactive demonstrations: The MENO (Multimedia, Education and Narrative Organisation) Project has further information about the research presented. A system walkthrough and commentary of the MENO system. A demonstration of the Galapogas CD-ROM evaluated will be added shortly.
Highlights
The work we describe here is a collaborative research project deriving initially from a series of projects and theses focused on how students learn through multimedia
One of the aims of the MENO project is to develop a theoretical framework to describe the learning process in a way that clarifies the role that narrative plays in interactive multimedia
At the most general level of description, the learning process is characterised as a ‘conversation’ between teacher and student, operating on two levels, discursive and interactive, the two levels being linked by the twin processes of adaptation and reflection (Laurillard 1993)
Summary
The work we describe here is a collaborative research project deriving initially from a series of projects and theses focused on how students learn through multimedia. Learners can discern narrative more when using textbooks or video These media have a linear format, and have developed a variety of design features which both generate and conform to our narrative expectations; there is not yet this heritage to draw on for multimedia. Multimedia has a nonlinear format, which cedes control over both sequence and internal relationships to the users They decide on the order of the material, and they determine the nature of the link between one section and the next. Socrates gradually elicits from the boy his agreement with each step of the logic of the proof, but without ever nurturing the learner’s own ability to develop it for himself By contrast, in this project we explore the characteristics of interactive media that would have enabled Meno’s slave to conduct his own dialogue with his teaching resource.
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