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11.
A number of available resources offer guidance about hypermedia design strategies, many of which rely on principles of user-centered
design. Many recent efforts, however, have focused more on developing learner-centered hypermedia. Learner-centered hypermedia is designed to help learners achieve their educational goals, rather than offer mere
usability. Unfortunately, this endeavor is hamstrung by a lack of empirical research on the topic. Research conducted in my
laboratory and others has provided some insight, however. It is now understood that several system and user characteristics
influence outcomes of hypermedia-assisted learning (HAL). Among the most relevant factors are learners’ levels of metacognition
and prior knowledge, and the interaction between these factors and hypermedia structure. By capitalizing on this research,
it is possible to create hypermedia that scaffolds learners in their quest to build knowledge and understanding. The present
article draws from empirical findings to suggest hypermedia design strategies aimed at scaffolding learners engaged in HAL.
These guidelines target learners’ knowledge and metacognitive ability to structure hypermedia that maximizes learning potential.
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Amy M. ShapiroEmail: |
12.
We present a study to develop an improved understanding of symbolic links in web directories. A symbolic link is a hyperlink which makes a directed connection from a webpage along one path through a directory to a page along another path. While symbolic links are ubiquitous in web directories such as Yahoo!, they are under-studied and, as a result, their uses are poorly understood. A cursory analysis of symbolic links reveals multiple uses: to provide navigational shortcuts deeper into a directory, backlinks to more general categories, and multiclassification. We investigated these uses in the Open Directory Project (ODP), the largest, most comprehensive, and most widely distributed human-compiled taxonomy of links to websites, which makes extensive use of symbolic links. The results reveal that while symbolic links in ODP are used primarily for multiclassification, only few multiclassification links actually span top- and second-level categories. This indicates that most symbolic links in ODP are used to create multiclassification between topics which are nested more than two levels deep and suggests that there may be multiple uses of multiclassification links. We also situate symbolic links vis à vis other semantic and structural link types from hypermedia. We anticipate that the results and relationships identified and discussed in this paper will provide a foundation for (1) users for understanding the usages of symbolic links in a directory, (2) designers to employ symbolic links more effectively when building and maintaining directories and for crafting user interfaces to them, and (3) information retrieval researchers for further study of symbolic links in web directories. 相似文献
13.
The Digital History and Pedagogy Project (DHPP) is an interpretive/pedagogical collection of Web-based historical resources designed for use in inquiry-based learning in high school and university classrooms. It has been created by faculty and graduate students at a large urban college of education. This paper provides a rationale for the project rooted in current literature; presents a theoretical framework for this and other similar projects; and describes five current digital historical resources (DHRs) within the context of our framework. 相似文献
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Peter Gerjets Katharina Scheiter Julia Schuh 《Educational technology research and development : ETR & D》2008,56(1):73-92
Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to
show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to evaluate
hypermedia environments more specifically with regard to their potential to implement and support well-defined learning approaches.
According to this view, an effective hypermedia design needs to be based on thorough cognitive task analyses with regard to
structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated
by two experiments in which we explored the instructional potential of hypermedia environments for improving schema acquisition
from worked-out examples. A cognitive task analysis was used to identify specific types of information comparisons that are
crucial for successful schema induction and that might be effectively supported by suitably designed hypermedia environments.
The experiments investigated two methods for enhancing comparison processes in hypermedia-assisted learning from worked-out
examples, namely, elaboration prompts and an interactive comparison tool. Both methods improved performance for near-transfer
problems. Ways of extending this task-analytical approach to facilitating far transfer are also discussed.
相似文献
Peter GerjetsEmail: |
16.
This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed
that viewing hypermedia technologies as an enabling infrastructure for tools to support learning—in particular learning in
problem-based pedagogical environments involving cases—has particular promise. After considering research issues with problem-based
learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with
scaffolding features intended to support and enhance problem-based learning with cases. Preliminary results are reported of
research involving a new version of this hypermedia design approach with special ontological scaffolding to explore conceptual
change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems as well
as the use of the system in a graduate seminar class. Overall, it is hoped that this program of research will stimulate further
work on learning and cognitive sciences theoretical and research issues, on the characteristics of design features for robust
and educationally powerful hypermedia systems, on ways that hypermedia systems might be used to support innovative pedagogical
approaches being used in the schools, and on how particular designs for learning technologies might foster learning of conceptually
difficult knowledge and skills that are increasingly necessary in the 21st century.
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
Michael J. JacobsonEmail: |
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
17.
The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-partner interdependence models with dyads distinguished by EF. Analyses showed that one's own pre-test predicted one's own and partner's post-test for both higher and lower EF dyad members. Furthermore, for dyad members with relative higher EF only, their own and partner's pre-test predicted transfer. Finally, the lower action control dyad member's pre-test and the higher attention control dyad member's pre-test predicted assignment quality. These results show the importance of EF and prior knowledge for deeper conceptual understanding in a collaborative learning setting. 相似文献
18.
基于现代教育技术的理论与实践,探讨了多媒体CAI课件设计与开发的教学思想以及几项最新技术,超文本、超媒体技术和交互技术的运用。指出了CAI在辅助教学方面的优势与不足。 相似文献
19.
This paper depicts the research the authors have done at Memorial University of Newfoundland with secondary English education students to investigate how technology can be integrated into the classroom practices of secondary English teachers in ways compatible with critical theory. The authors describe their efforts to challenge the trend in new Canadian curricula to technologise literacy. Opportunities for authoritative textual resistance and creative knowledge construction using hypermedia are foregrounded over technological competencies and the commercial implications of the Internet. 相似文献
20.
A comparative survey of Personalised Information Retrieval and Adaptive Hypermedia techniques 总被引:1,自引:0,他引:1
A key driver for next generation web information retrieval systems is becoming the degree to which a user’s search and presentation experience is adapted to individual user properties and contexts of use. Over the past decades, two parallel threads of personalisation research have emerged, one originating in the document space in the area of Personalised Information Retrieval (PIR) and the other arising from the hypertext space in the field of Adaptive Hypermedia (AH). 相似文献