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1.
Hypertext is a nonlinear way of presenting content consisting of nodes and links that a person can access using a variety of search and browsing strategies. In this article, we focus on the use of hypertext as an instructional tool. We compare hypertext instruction with traditional instructional formats. We offer some initial guidelines relating to guidance and control, development and implementation, multiuser management, user interface, and content representation. The paper concludes with a discussion of limitations of learner control as an instructional strategy, and the need for careful instructional design of hypertext instructional programs. 相似文献
2.
Chet Hedden 《Technical Communication Quarterly》2013,22(4):27-41
In a departure from the view that characterizes hypertext as a new writing paradigm based on old associationist ideas, Edward Barrett has proposed a model for hypertext that rejects cognitive and associationist language as both unnecessary and inaccurate. In this view, knowledge, reality, and even facts are community generated, “linguistic entities,” and hypertext supports the “social interface” rather than the “deep structure” of thought. This essay considers some of the premises of Barrett's proposal. A central issue is the rejection of the “authorial imperative” of structured information in favor of a view of writing as an open‐ended ever‐changing conversation in which readers and writers collaborate to discover—or generate—reality. 相似文献
3.
Hypertext as instructional design 总被引：2，自引：0，他引：2
In this article, hypertext is compared with instructional design principles and processes. Contrary to initial perceptions,
hypertext can be considered to be theoretically and operationally consistent with instructional design in that both share
theoretical foundations in cognitive and systems theory and practical elements of learning environment design. The ability
to tailor and extend the functionality of hypertext systems makes them powerful environments for authoring, designing, and
displaying most instructional designs. Hypertext systems also can combine the roles of designer and learner by creating a
collaborative environment in which the learner can annotate, amend, or author both content and structural elements of the
hypertext. 相似文献
4.
This article deals with the writing of hypertext during regular school lessons. We suppose that hypertext-environments can be used as “cognitive tools” to promote the comprehension of semantic relationships within a subject and the reflection about knowledge structures. From research on learning by writing traditional text (Bereiter &; Scardamalia 1987), it can be expected that the constitutive features of “hypertext” must be comprehensible for leaner. In this study, we focus in particular on the question: Which metaphors are helpful to introduce the main idea of “hypertext” as a cognitive tool? In an explorative field study, we examined two parallel classes constructing hypertexts during their regular school lessons. The teachers in both classes used completely different metaphors to introduce the concept of hypertext. The metaphor chosen influenced both the structures of the completed hypertext-documents and the discussion about the subject matter. The space-metaphor seems to be especially appropriate to introduce the concept of hypertext to the learner in such a way that a creative interaction between the structure of the hypertext and the semantic structure of the subject could result. Three tests were administered to measure the degree to which knowledge about semantic relations and structures was acquired. The class that had discussed hypertext with spatial metaphors showed significantly better results than the parallel class. 相似文献
5.
There is a pressing need for more efficient methods of delivering updated engineering information, especially in the workplace. Hypertext offers the author the ability to structure information in ways which are more flexible than conventional print media. The intention of presenting training material using hypertext is to develop an explorative attitude in the reader. The reader is encouraged to follow his/her own path through the material, with the option of following some topics to a greater depth than would normally be expected. Hypertext also provides a tightly integrated package of information, guidance, and often also the ability to execute programs or procedures described in the document. It can also provide concise support for experts as well as assistance—in the same document. This paper (i) outlines the concepts and facilities in typical hypertext implementations, (ii) describes the reactions that have been obtained in the use of an on-line code of practice (Australian Rainfall and Runoff), and (iii) offers some guidelines for structuring engineering documents for hypertext. 相似文献
6.
Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group. 相似文献
7.
Donn R. Deboard 《Learning, Media and Technology》2001,26(1):49-62
This paper uses Frank Lloyd Wright's (1867‐1959) organic architecture as a metaphor to define the relationship between a part and the whole, whether the focus is on a building and its surroundings or information delivered via hypertext. It reviews and discusses effective strategies for designing text information via hypertext and incorporates three levels of information design: the foundation, the room, and the roof level. In the foundation level, the nature of hypertext and issues concerning the use of hypertext as an appropriate information delivery technology are presented. In the room level, specifics on effective typography and content design that enhance information processing and comprehension are reviewed. In the roof level, the learner's experience performing a task and his or her identified information needs are discussed. Finally, recommendations for future research are provided 相似文献
8.
文字链接是网络链接的重要类型。文字链接对象具有知识产权。不同链接方式可能产生侵权。重视网络规范，对设链者和被链接者提出更高的要求可以避免侵权。 相似文献
9.
Craig Locatis 《Performance Improvement Quarterly》1989,2(3):4-15
In the past, systems of instruction and retrieval have delivered different information, have served different functions, and have varied in content coverage, control, interaction, and amount of monitoring and guidance provided. However, technological trends that increase the amount and kind of information available on-line and that increase the speed and ease with which it can be searched are eroding these differences. It is now possible to put more primary information online in more varied forms and to make it more easily accessible to those who lack knowledge of computers or retrieval systems. Consequently, retrieval systems are becoming an alternative to instruction as a way to learn. In certain circumstances, letting people learn from information retrieval systems might be preferable to more formal approaches to instruction. Cognitive psychology provides clues about when to use retrieval systems to teach and train. Using retrieval systems or instructional systems is not an all-or-nothing decision. New instructional designs like hypermedia and “parallel systems” are appearing that integrate formal instruction and information retrieval. 相似文献
10.
Hyperlink format, categorization abilities and memory span as contributors to deaf users hypertext access 总被引：1，自引：0，他引：1
Fajardo I Farjardo I Arfé B Benedetti P Altoé G 《Journal of deaf studies and deaf education》2008,13(2):241-256
Sixty deaf and hearing students were asked to search for goods in a Hypertext Supermarket with either graphical or textual links of high typicality, frequency, and familiarity. Additionally, they performed a picture and word categorization task and two working memory span tasks (spatial and verbal). Results showed that deaf students were faster in graphical than in verbal hypertext when the number of visited pages per search trial was blocked. Regardless of stimuli format, accuracy differences between groups did not appear, although deaf students were slower than hearing students in both Web search and categorization tasks (graphical or verbal). No relation between the two tasks was found. Correlation analyses showed that deaf students with higher spatial span were faster in graphical Web search, but no correlations emerged between verbal span and verbal Web search. A hypothesis of different strategies used by the two groups for searching information in hypertext is formulated. It is suggested that deaf users use a visual-matching strategy more than a semantic approach to make navigation decisions. 相似文献
11.
Noel Williams 《Instructional Science》1992,21(1-3):125-138
In this article I describe three key design issues which underlie a CIRG project building an open learning hypertext package for teaching writing skills. These are issues in: ? combining flexible materials with fixed structures; ? giving students real flexibility in learning; ? the nature of interaction in hypertext writing teaching. I outline a design strategy to meet problems in all these areas. 相似文献
12.
朱晓林 《淮北职业技术学院学报》2014,(6):18-19
在分析网络视角下信仰教育研究现状的基础上,结合网络传播的全球性、交互性、超文本链接方式、虚拟性和群体化等特点,有针对性地提出做好网络传播“把关人”角色,充分利用“议程设置”功能,制作“综合形态文本”,创设“实践惯习场域”,培育“网络共同体”。 相似文献
13.
Wellesley R. Foshay 《Performance Improvement Quarterly》1989,2(3):115-125
The articles in. this issue seem to be converging on the concept of the “performance support system”—an integrated electronic job aid designed to support all the performance requirements of a given job or job function. The concept has implications for design of hypertext, other databases, job structure, organization structure, and training needs. The economic (business) case for performance support systems seems to position them as strategic investments, and the developers and managers of the systems will be responsible for the most critical asset of knowledge-based companies. 相似文献
14.
Jacquetta Megarry 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(3):172-183
The role of the computer should be organising and representing knowledge to give the user easy access and control, rather than trying to create a model of the learner and seeking to prescribe her route through it. Hypertext is high-level software through which the learner explores and interacts with knowledge. Users can pursue a variety of suggested trails through the material, or they can create new pathways for themselves and others to follow, by forging new links and even by extending the material. Hypertext is inherently multi-user, blurring the distinction between author, editor and reader. Hypermedia is a name sometimes given to the multi-media capability of hypertext, emphasising the way in which users can combine, edit and orchestrate sounds, graphics, moving pictures, texts and computer software, at the click of a mouse.
Compact disc technology provides the perfect partner to hypertext, offering extremely dense, robust and flexible storage. Products such as CD-ROM (compact disc read-only memory) and CD-I (compact disc interactive), and technologies such as DVI (digital video interactive), offer immense scope for multi-media learning. Educational technologists face an urgent challenge to harness the power of this combination. 相似文献
Compact disc technology provides the perfect partner to hypertext, offering extremely dense, robust and flexible storage. Products such as CD-ROM (compact disc read-only memory) and CD-I (compact disc interactive), and technologies such as DVI (digital video interactive), offer immense scope for multi-media learning. Educational technologists face an urgent challenge to harness the power of this combination. 相似文献
15.
"互联网+教育"背景下,现代信息技术赋能体育教学,同时对体育教学提出新的要求.分析影响翻转课堂教学效果主要在于"两环节""三要素",在此基础上构建基于活动设计的高职体育课程翻转课堂教学模式,并将其应用于体育教学中.实践证明,该模式能够促进学生的学习参与性,提高学生主动建构知识的能力. 相似文献
16.
超文本理念与现代文学理论的聚合 总被引：1，自引：0，他引：1
李洁 《廊坊师范学院学报》2009,25(5)
超文本是一种全局性的信息结构和文本模式,它以自身超链接、多向和非线性的特性改变着传统的阅读方式和理念。依据改变阅读理论的三个重要因素"作者之死"、意义的不确定性、文本的片断化对超文本理论进行分析,可以看出,超文本理论并未完全脱离传统的文学理论,相反,它的雏形早已显现在传统的文学理论中。 相似文献
17.
In the present paper, we describe the TEA system, a multimedia instructor system for distance learning of agrarian economics. TEA is based on the last 3 years of the courses held in the Spanish School for Agrarian Foremen. This tutorial system follows the hypertext philosophy ( in the widest sense, including textual and hypermedia information), which has been widely used in the educational field. In the development of TEA, we have tried to overcome the classical problems of hypertext education ( disorientation during navigation, cognitive overload, etc. ) using graphical and textual ‘;clues’ to improve user orientation. Internet is a new medium with great potential in the educational field. Perhaps the main benefit of Internet is the possibility of making learning material available to people all over the world. Within Internet, World Wide Web ( WWW) is the most natural solution for remote access to multimedia distance learning services. The system was developed on WWW, using the Netscape User Interface, Hypertext Mark-up Language and some external Common Gateway Interface programs. 相似文献
18.
R V Skuja 《Asia Pacific Journal of Education》1985,7(1):56-63
This study analyses a corpus of argumentative compositions in order to isolate the features of organization pertinent to this genre of writing. A further aim is to compare compositions written by “A” level students and English teachers in order to highlight specific shortcomings of the former. Despite using more cohesive devices and an overabundance of lexical repetition, student writing is less coherent. This is largely because of a lack of global links (between paragraphs), and an inability to properly utilize given information in structuring non-narrative writing. Finally, student writing suffers from presentation of content at the expense of discussion of issue and weighing of views. 相似文献
19.
基于OBE理念的混合式教学改革是目前提升教学质量的重要环节。为了提高数据库原理与应用“金课”教学质量,突出财经类信息技术专业“互联网+经济”的专业特色,探索“学生自主学习＋高效课堂”的教学模式,研究以“MOOC+翻转课堂”的形式开展混合式创新教学实践。通过改革与完善课程教学设计,加强课程思政建设、课程辅助资源建设与线上线下教学管理,并进行立体式评估与考核。实践结果表明,该教学模式提高了课程教学质量和学生学习效果,可为构建特色专业金课教学模式提供有意义的借鉴。 相似文献
20.
李怡明 《课程.教材.教法》2021,41(5):47-53
信息时代,教师教学技术体系将从“信息呈现”范式走向“信息处理”范式,实现“精准培养”的功能旨趣,构建以“组织技术”为中心的基础结构并凝结教师“教学生学”的价值共识。“信息呈现”范式的教师教学技术体系将形成摆脱教师个体依赖和时空限制的语言技术体系,铺设学生个性化学习路径的设计技术体系,促进学生自主学习有序进行的组织技术体系,监控教学过程和描述学习轨迹的教学评价技术体系。 相似文献