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.     

Inclusion in Norway: a study of ideology in practice

The purpose of this research was to examine how Norway's ideology of inclusion is realized in Norwegian schools and school systems, and what factors work to support or hinder its implementation. Using semi-structured interviews, we obtained data from our informants at multiple levels in the Norwegian educational system in one municipality. Our data analyses focused on identifying themes that were shared by multiple informants, as well as retaining important points or perspectives from individuals. Generally all of the informants were positive towards the ideology of inclusion. The biggest difficulty facing its implementation seemed to be that of social integration. This was much more of a concern than curricular integration. Probably because of such challenges, schools still placed students in separate settings. Factors that affected inclusion included: characteristics of teachers, classroom environment, school climate, cooperation, support from people with competence, attitudes and resources.     

On Widening Participation in Higher Education Through Positive Discrimination

Notwithstanding an ongoing concern about the low representation of certain groups in higher education, there is reluctance on the part of politicians and policy makers to adopt positive discrimination as an appropriate means of widening participation. This article offers an account of the different objections to positive discrimination and, thereafter, clarifies and criticises the view that universities ought to select those applicants who are expected to be most successful as students. It distinguishes arguments from meritocracy, desert, respect, and productivity and shows how these arguments are compatible with the use of positive discrimination in higher education.