1 / 35

HyperMedia CEP 901B - Prosem

HyperMedia CEP 901B - Prosem. Punya Mishra Matthew J. Koehler. Agenda. Meeting with Other Prosem about APA Postmortem on last week Research Interests DKSC in class activity Discussion of Readings The Big Picture on Hypermedia To do for next week. Elliot Soloway to talk.

thais
Download Presentation

HyperMedia CEP 901B - Prosem

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HyperMediaCEP 901B - Prosem Punya Mishra Matthew J. Koehler CEP 901B - 2003

  2. Agenda • Meeting with Other Prosem about APA • Postmortem on last week • Research Interests • DKSC in class activity • Discussion of Readings • The Big Picture on Hypermedia • To do for next week CEP 901B - 2003

  3. Elliot Soloway to talk A conversation with Professor Elliot Soloway on his current research and development activities • Room 128 Erickson Hall, Friday 1:30 - 3:00 CEP 901B - 2003

  4. Last Week - Simulation • Any issues? CEP 901B - 2003

  5. Research Bibliographies • A few general rules: • Make a separate page that lists • A your research interests • Readings in your bibliography • Use APA style to list the full REFERENCE of what you read • Use the prelim format to summarize the reading. • Don’t use Times Roman CEP 901B - 2003

  6. Research Interests • Everybody has one now, right? • Everybody has stuff to read? • Take 1 minute to share your interests with the rest of the class CEP 901B - 2003

  7. DKSC Do you Know any Screens Connected Randomly? GO DKSC go! CEP 901B - 2003

  8. Hypermedia • Combine • Discussion of Readings and Issues • With the overview of the field • Each of the following is a talking point and an opportunity to discuss CEP 901B - 2003

  9. Hypermedia - Vannevar Bush "He [mankind] has built a civilization so complex that he needs to mechanize his records more fully if he is to push his experiment to its logical conclusion and not merely become bogged down part way there by overtaxing his limited memory." CEP 901B - 2003

  10. Hypermedia - Vannevar Bush Consider a future device for individual use, which is a sort of mechanized private file and library. It needs a name, and to coin one at random, "memex" will do. A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory. It consists of a desk, and while it can presumably be operated from a distance, it is primarily the piece of furniture at which he works. On the top are slanting translucent screens, on which material can be projected for convenient reading. There is a keyboard, and sets of buttons and levers. Otherwise it looks like an ordinary desk. CEP 901B - 2003

  11. Hypermedia - Big ideas • Starting with Bush • Hypertext is more in line with the way the brain works (associates information with other information) • Should lead to better learning because the act of translating is easier • Non-linear in one person • Forced into linear • Consumed and translated into non-linear by another person CEP 901B - 2003

  12. Hypermedia - Technology • Then the digital computer came along, and some people started doing it • Nelson - Xanadu • Hypercard • Then the internet came, and EVERYONE is doing it • To my chagrin, this includes my parents (Matt) • To my surprise, it includes my dad but not my mom (Punya) CEP 901B - 2003

  13. Hypermedia - Early Research • Hypermedia had to be better than text, because it organized information like the brain. • At the very least, it could do everything linear text could do and more, so it should be no worse. CEP 901B - 2003

  14. Hypermedia - Early Research • Does the brain really work that way? • Does it mean that’s the best way to learn/teach with it? CEP 901B - 2003

  15. Hypermedia - Early Research • All the studies showed no results, or mixed results. • Caveats • For the most part, people were translating traditional texts into the new medium (not creating text FOR the new medium) • Text on a screen is very hard to read (easier today than back then) • The systems used for hypertext were basic, and did not support users very well -- PEOPLE WERE GETTING LOST AND CONFUSED • People were not familiar with hypermedia CEP 901B - 2003

  16. Hypermedia - Later on • Hypermedia:::: good or bad? • People began to come to the conclusion that it depends CEP 901B - 2003

  17. Hypermedia - It depends • On the content • What domain? • What information? • Is it inherently linear or non-linear? • e.g. Cognitive Flexibility Theory for learning in ill-structured domains CEP 901B - 2003

  18. Hypermedia - It depends • On expertise with hypermedia • First time users vs. experienced users • Techies vs. luddites CEP 901B - 2003

  19. Hypermedia - It depends • On expertise with Computers • Used to reading text on a screen • Comfortable with mouse/keyboard • Are familiar with conventions CEP 901B - 2003

  20. Hypermedia - It depends • On expertise with hypermedia • First time users vs. experienced users • Techies vs. Luddites • Familiar with the conventions • Interface, navigation etc. CEP 901B - 2003

  21. Hypermedia - It depends • On the software and navigation • What tools do you give people to move around the space? • One tool or two, or more? • Is it easy to see where you’ve been and where you’ve yet to go? • Is it easy to get back? • ARE PEOPLE GETTING LOST? • What kinds of models are people creating of the hyper-space CEP 901B - 2003

  22. Hypermedia - It depends • On individual differences • Textual vs. visual learner • Spatial skill • Active vs. Passive learners • Field Dependence • Internally vs. Externally motivated • Convergers vs. Divergers CEP 901B - 2003

  23. Ford & Chen (2002) • This study tried to understand the relationship between • Individual differences (field dependence, learning styles, holistic/serialist bias) • Learning behavior (what people actually did) • Learning outcomes NOTE: The middle one there is an important bridge CEP 901B - 2003

  24. Ford & Chen (cont) • Found learning styles affected • How people used the software (which features they favored) • How they approached the application problem • Learning Styles did not affect “outcomes” (performance on the task, or score on multiple choice questions) • Prior experience seemed to affect everything CEP 901B - 2003

  25. SIDEBAR - What is Field Dependence • Usually measured by the Group Embedded Figures Test (GEFT). • Examples • Find the “X” in the figure below CEP 901B - 2003

  26. Ford & Chen (cont) • Findings are at odds with a number of previous studies, perhaps because of any number of differences in this study from previous studies: • Population • Domain or Topic • Measures • Software features CEP 901B - 2003

  27. Hypermedia - Research Questions • Under which circumstances is hypermedia likely to be beneficial • What user characteristics? • What software features? • What content? • What type of writing is needed? • What is linked to what? CEP 901B - 2003

  28. Hypermedia - Research Questions • For whom is hypermedia likely to be good for? • What type of learners and their individual differences predict success? CEP 901B - 2003

  29. Hypermedia - Research Questions • How to design the software to scaffold non-linear reading in general? • How to design software for specific domains or types of users (individual differences)? • How software can adapt to different users? CEP 901B - 2003

  30. Hypermedia - Research Questions • Is there such a thing as non-linear literacy or fluency? • If so, what does it look like? • Does it parallel visual or textual literacy? • How does it develop in different types of people? CEP 901B - 2003

  31. Hypermedia - Research Questions • How do non-linear representations impact learners? • Motivation • Recall • Knowledge structure / organization • Knowledge application CEP 901B - 2003

  32. Hypermedia - Research Questions • How do users navigate the non-linear spaces? • What types of strategies exist? • How do they relate to difference in the content and in the users (individual differences)? • Do people pick good strategies for their learning styles? • Does the way they use the software change over time? CEP 901B - 2003

  33. Going beyond research • So what if it may not help us learn? • So what if it may not match how we think? • Can’t we use it to create a new form of literature – a literature that transcends that Aristotelian cliché, the narrative • It is a postmodern world (at least so say Derrida, Foucalt, and a bunch of French philosophers) • Remember, the author is dead. Text is everything • Texts and meanings are de-centered, fragmented, open-ended and multi-linear • Intertextuality is everything • In other words… ‘tis the age of hyper-text CEP 901B - 2003

  34. Hypermedia as art • There are lots of examples in print media • Panchatantra, Kathasaritasagara, Choose your adventure books, Julio Cortazar, Wittgenstein… • Movies like Timecode • Text arc: http://textarc.org/ • The Visual Thesaurus at http://www.visualthesaurus.com/ • Eastgate publishes great hypertext (and other hypertextual tools such as Storyspace, Tinderbox) http://www.eastgate.com • Or our very own Inverso! http://imej.wfu.edu/articles/2002/1/03/demo/inverso.12.12.02.html CEP 901B - 2003

  35. For Next Week • Readings • DKSC to summarize soon • Three Monkeys to Give Instructions by Thurs • One more entry in your annotated Bibliography CEP 901B - 2003

More Related