Hypertext Design Issues

Hypertext is a computer technology for “nonsequential reading and writing” in which chunks or nodes of information are connected by fixed links. Users access hypertext by selecting cross-reference (or “buttons”) in the context of a given node that is connected via links to other nodes. Such an “associative” strategy for information storage and retrieval differs from the indexing and searching technology of conventional database management and text retrieval systems, and offers significant advantages when used instead of or in combination with search systems. Hypertext is an ideal medium for making job aids, reference materials, and ‘just in time training’ available online to information-based workers. This article reviews five commercially available hypertext systems, and discusses several key hypertext design issues. Among the most important of these issues are the critical role of navigational aids in preventing users from becoming “lost” in the hypertext, the application of structured writing techniques to hypertext development, and the potential contributions of the human performance technology approach to hypertext in the form of systematic analysis, design, and evaluation methods.     

An analysis of the value of multiple mentors in formalised elite coach mentoring programmes

Background: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor–mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience [Colley, H. (2003). Mentoring for Social Inclusion. London: Routledge].

Aim: The aim of this study was to explore the concept of a multiple mentor system in an attempt to advance our theoretical and empirical understanding of sports coach mentoring. In doing so, this paper builds upon the suggestion of Jones, Harris, and Miles [(2009). “Mentoring in Sports Coaching: A Review of the Literature.” Physical Education and Sport Pedagogy 14 (3): 267–284] who highlight the importance of generating empirical research to explore current mentoring approaches in sport, which in turn can inform meaningful formal coach education enhancement. The significance of this work therefore lies in opening up both a practical and a theoretical space for dialogue within sports coach education in order to challenge the traditional dyadic conceptualisation of mentoring and move towards an understanding of ‘mentoring in practice’.

Method: Drawing upon Kram’s [(1985). Mentoring at Work: Developmental Relationships in Organisational Life. Glenview, IL: Scott Foresman] foundational mentoring theory to underpin a multiple mentoring support system, 15 elite coach mentors across a range of sports were interviewed in an attempt to explore their mentoring experiences. Subsequently, an inductive thematic analysis endeavoured to further investigate the realities and practicalities of employing a multiple mentoring system in the context of elite coach development.

Results: The participants advocated support for the utilisation of a multiple mentor system to address some of the inherent problems and complexities within elite sports coaching mentoring. Specifically, the results suggested that mentees sourced different mentors for specific knowledge acquisition, skills and attributes. For example, within a multiple mentor approach, mentors recommended that mentees use a variety of mentors, including cross-sports and non-sport mentors.

Conclusion: Tentative recommendations for the future employment of a multiple mentoring framework were considered, with particular reference to cross-sports or non-sport mentoring experiences.     

Together for a Better Multicultural Society

I propose that educators construct pedagogical responses to youth in schools in ways that consider classrooms to be the result of and the boardroom for complex global flows. Youth's production of individual and collective identities wherein flows are apprehended, discarded, combined, and recombined, rages against purifying processes of neocolonial classrooms.