Abstract
The traditional methodologies of systems design, including Web page design, provide models for the products of software development projects, but fail to concentrate on explicit procedures for setting up and running project development. 'Research has been fairly silent on the question of how best to set up and run multimedia projects from a teacher's point of view' (McGrath, Cumaranatunge, Ji, Chen, Broce and Wright, 1997:21). System design in the information technology environment may not succeed fully unless there is an understanding of the complex thinking processes involved in software development. Complex thinking includes goal-directed, multi-step strategic processes, such as design, decision making and problem solving (Iowa Department of Education, 1989:7; referred to by Jonassen, 1996:27–29). Higher-order thinking includes critical, creative and complex thinking (Jonassen, 1996). For the purpose of this study, complex thinking was used as an umbrella term which included all processes and sub-processes of higher-order thinking. Methodological aspects of focusing on the problem, performing successful problem analysis and developing critical and creative thinking are not appropriately applied in the Web page design environment. Thus, the needs of system developers are ignored. A problem solving approach as in technology education should be considered by practitioners (e.g. project designers, programmers and educators) in the learning area information technology. This article reports on a theoretical investigation into the manner in which different mind tools (databases, semantic networks, computer-media ted communication, multimedia and programming) and instructional strategies influence Web page development during the various technological stages. Mind tools 'support, guide and extend the thinking processes of their users' (Jonassen, 1996:10). The investigation relies on both behaviourist and constructivist theoretical approaches and the
Highlights
The following sections describe the methodology of instructional programme development and the implications of the technological stages for information system design
These models and conceptions of the design process and thinking in general coupled with the ideas and strategies of Beyer (1991:33) and Bellanca and Fogarty (1991, referred to by Fogarty and McTighe, 1993) form the framework for this study that could lead to an opportunity to develop an instructional programme applicable to Web page design
The discussion turns to a closer examination of the nature of some instructional approaches that offer possibilities for use in information system design
Summary
Very little has so far been evident in the literature on the construction of a learning environment that will engage students in the development of cognitive skills and create a multimedia Web page, using present instructional resources. The above-mentioned models contain a variety of skills necessary for project development These models and conceptions of the design process and thinking in general coupled with the ideas and strategies of Beyer (1991:33) and Bellanca and Fogarty (1991, referred to by Fogarty and McTighe, 1993) form the framework for this study that could lead to an opportunity to develop an instructional programme applicable to Web page design. It is imperative to analyse the state of instructional methods from practical and theoretical perspectives in order to be able to design and implement an instructional programme to readdress the instructional aspects concerning student-designed multimedia Web page projects This brings us to the last issue that should be investigated, namely learning theories and instructional strategies
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