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

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

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

4. Hypertext and the WWW- An educational perspective 4 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.

5. Hypertext and the WWW- An educational perspective 5 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

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

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

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

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

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

11. Hypertext and the WWW- An educational perspective 11 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)

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

13. Hypertext and the WWW- An educational perspective 13 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)

14. Hypertext and the WWW- An educational perspective 14 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

15. Hypertext and the WWW- An educational perspective 15 5.2. IT visions and learning Automated classrooms Informate up Informate down Vision to transform

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

17. Hypertext and the WWW- An educational perspective 17 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

18. Hypertext and the WWW- An educational perspective 18 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.

19. Hypertext and the WWW- An educational perspective 19 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

20. Hypertext and the WWW- An educational perspective 20 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

21. Hypertext and the WWW- An educational perspective 21 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

22. Hypertext and the WWW- An educational perspective 22 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/

23. Hypertext and the WWW- An educational perspective 23 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

24. Hypertext and the WWW- An educational perspective 24 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

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