1 Overview of module Theory and practice Framework

1. Overview of module • Theory and practice • Framework – (1) content, (2) learning process, and (3) technology • Module consists of lectures and an exercise. Hypertext and the WWW- An educational perspective 1

2. Some useful concepts • Hypertext • Hypermedia Hypertext and the WWW- An educational perspective 2

3. Usability issues of hypertext (1/3) • Usability Acceptability • Four categories of usability issues: · Navigation · Screen design and layout · Terminology consistency, and · Match with the user's tasks Hypertext and the WWW- An educational perspective 3

3. Usability issues of hypertext (2/3) • Nielsen (1989) • Leventhal (1993) – Hyperholmes-comparing conventional book to hypertext – ht users were marginally accurate in answering questions, and excelled at the questions where the key information was embedded in a text entry. Hypertext and the WWW- An educational perspective 4

3. Usability issues of hypertext (3/3) – Problems with especially the web: disorientation, navigation inefficiency and cognitive overload – Critical issues while creating webpages (Nielsen, 1999): download speed, search mechanism, scrolling on navigation pages, effects Hypertext and the WWW- An educational perspective 5

4. Approaches of learning (1/6) • Behaviorism, • Objectivistic way, i. e. objectitivism, cognitive way, i. e. • Cognitivism, and • Constructivistic way, i. e. constructivism Jonassen (1992 a) Hypertext and the WWW- An educational perspective 6

4. Approaches of learning(2/6) • Behaviorism – Stimulus->response – In educational software • Question->Answer Hypertext and the WWW- An educational perspective 7

4. Approaches of learning(3/6) • Objectivism – Transferring knowlegde-a student assimilate what a teacher or an software or a website tells Hypertext and the WWW- An educational perspective 8

4. Approaches of learning (4/6) • Cognitivism – Learners interact with that information, interpret it, and build personal knowledge representations Hypertext and the WWW- An educational perspective 9

4. Approaches of learning (5/6) • Constructivism – Compared to cognitivism, constructivism is concentrated more on in which ways these changes in knowledge representations occur Hypertext and the WWW- An educational perspective 10

4. Approaches of learning (6/6) • Two Schools of Constructivism – Social constructivism • Important while trying to understand CSCL • Cultural and social contexts are important – Cognitive constructivism • understanding through many channels: reading, listening, exploring and experiencing his or her environment (Piaget, 1977) Hypertext and the WWW- An educational perspective 11

5. Effect of the approaches on educational software (1/3) • Behavioristic principles – Teaching machines – Computer assisted instruction (CAI) – Virtual reality (VR) Hypertext and the WWW- An educational perspective 12

5. Effect of the approaches on educational software (2/3) • Four paradigms by Koschmann (1996): – computer-aided instruction (CAI), – intelligent tutoring Systems (ITS), – Logo-as-Latin, and – computer-supported collaborative learning (CSCL) Hypertext and the WWW- An educational perspective 13

5. Effect of the approaches on educational software (3/3) • Leidner and Jarvenpaa (1993, 1995) – Hands-on students use: – Not requiring hands-on use: – Teaching procedural and exploratory materials Hypertext and the WWW- An educational perspective 14

5. 2. IT visions and learning • • Automated classrooms Informate up Informate down Vision to transform Hypertext and the WWW- An educational perspective 15

6. Hypertext and educational theories Hypertext (hypermedia) Constructivism • Learning style • Experimental learning = Action->Experiment Hypertext and the WWW- An educational perspective 16

7. Education and the WWW (1/3) • General approach = five stategies – 1) Traditional strategy – 2) Simple technology adoption – 3) Moderate (Internet/Intranet) technology adoption – 4) Complex technology adoption – 5) Total technology adoption Hypertext and the WWW- An educational perspective 17

7. Education and the WWW (2/3) – three kinds of collaboration tools • Software and services for community building • Software and services for project work • Software and services for course administration and collaboration. Hypertext and the WWW- An educational perspective 18

7. Education and the WWW (3/3) • Approaches of constructivism, situated action, and cognitive flexibility – Effects like disorientation, navigation inefficiency and cognitive overload have multiplied on the web – Trails and guided tours – Situated action and cognitive flexibility Hypertext and the WWW- An educational perspective 19

Some interesting hypertext or the WWW cases in the field of education • CSILE (Computer-Supported Intentional Learning Environment) • Nestor • BSCW (Basic Support for Collaborative Work) • Mobile learning project Mobilearn • Finnish applications – ITRI at University of Jyväskylä Hypertext and the WWW- An educational perspective 20

9. My own research in the postgraduate studies (1/3) • Collaborative hypertext • The WWW-based coursework in the basics of informatics • Idea of web-based seminar Hypertext and the WWW- An educational perspective 21

9. My own research in the postgraduate studies (Case 1) • Collaborative hypertext – discussion phase – authoring phase – annotative phase • Toolbook as a tool – http: //www. asymetrix. com/products/ Hypertext and the WWW- An educational perspective 22

9. My own research in the postgraduate studies (Case 2) • WWW-based coursework in the basics of informatics – a slideshow presentation – coursework of three layers • 1) slides themselves • 2) links • 3) search engines and directories (e. g. Altavista or yahoo) – The students were required to report their findings (learning) concerning three features in the course work Hypertext and the WWW- An educational perspective 23

9. My own research in the postgraduate studies (Case 3) • The Course Knowledge work and its tools • Web CT and its presentations feature • Working in small groups (3 to 5 students) dealing with one typical knowledge work profession (lawyer, teacher, etc. ) • Presentations were put in each group’s separate workspace on the web • Other groups commented on the outcomes • Control groups to compare the value Hypertext and the WWW- An educational perspective 24

10. Introducing exercise • Either – Application on the Web • or – article-based exercise Hypertext and the WWW- An educational perspective 25