1. The role of hypermedia in developing different kinds of vocational knowledge Fred Beven Griffith University

2. The structure of this Presentation  Research Question  Why I think it is important  How the literature has informed to date -The hypermedia literature -The cognitive psychology literature  The gaps in the literature  The study area  The future

3. Research Question vIn what way does learning theory suggest that hypermedia be constructed in order to develop different kinds of vocational knowledge?

4. Why I think it is important vBelief that the cognitive literature can inform vconcerns with algorithmic kinds of thinking vSynthesise better ways of using (structuring) hypermedia vAdvance cognitive theory vAdvance hypermedia theory

5. The literature to date vHypermedia –In an educational context –As a technology –Pedagogical strategies –Specific educational purposes –Conclusion

6. The literature to date vCognitive psychology –Representations of knowledge –Expertise –Skills acquisition –Learning, problem-solving and a framework for developing expertise –Conclusion

7. The gaps in the literature vinstructional software, investigators normally focus only on the efficiency, but not the efficacy of the instructional program vHow hypermedia might best represent the interlinking and organisation of cognitive representations into sets of schemata needs further development and testing.

8. The gaps in the literature vHow such representations are conceptualised in problem-solving, and the difference in the ways cognitive representations are deployed at different stages of expertise, might provide frameworks or models on which to also build hypermedia structures.

9. The gaps in the literature v it might be possible to represent the different stages of expertise within hypermedia and allow the learner passage the material on the basis of their own developmental stage. That is, the learner and not the designer may determine progress through the hypermedia structure, but the designer would ensure that the structure permitted and encouraged this.

10. The gaps in the literature vTwo overarching problems are apparent in present instructional research relevant to computer-based learning environments. –Firstly, there appears to be a lack of systematic and precise examination of computer-based instruction according to the learning principles outlined above. –Secondly, our understanding about which features of hypermedia structures might effectively promote what types of learning is incomplete.

11. The gaps in the literature vMuch of the computer-based learning currently in existence has been successful in the development of declarative aspects of knowledge using basic pedagogical methods. Hypermedia, on the other hand, seems to be suited to generative or adaptive learning, exploratory learning, advanced knowledge learning, as well as problem-solving, and as such ought to be able to provide more advanced pedagogical strategies for learners.

12. The Study Area vBy looking at current structuring, and by exploring other potential forms of structuring of hypermedia, it is intended to develop a taxonomy which categorises structures. vThrough relating this taxonomy to cognitive theory and different types of knowledge, the study intends to identify which hypermedia structures should best develop which types of knowledge.

13. The Study Area vEmpirical Studies –will involve vocational students and their teachers in TAFE institutes, as well as students undertaking studies in vocational education at University. vAnalysis –The data will be analysed in a variety of ways, including the following:  comparison of procedural and propositional knowledge with different hypermedia structures  examination of the process of classifying hypermedia structures in terms of sets of pedagogical approaches (basic and advanced), and  comparison of results across institutions and across subject areas to establish generality of findings

14. Implications vThis study will contribute to a more coherent and integrated understanding of hypermedia as ‘a learning tool’. It will also contribute to cogntive theorising. It also has applications in teaching and learning across many subject areas, but particularly for acquisition of expertise and the development of vocational knowledge.

15. Implications vThe theoretical developments from this study will have significant implications for: the ways in which hypermedia is used in learning settings, the representation of hypermedia structures in learning settings, the understanding of how hypermedia structures elicit different kinds of knowledge, and how information searching and problem-solving contribute to the acquisition of knowledge.

16. Further literature search  To what extent might a hypermedia learning environment provide learners with an array of learning strategies?  How do different kinds of hypermedia search tasks promote the acquisition of different levels and different kinds of knowledge?  Is the dynamic flow (inward and outward) of information processing elicited in hypermedia capable of developing different kinds of cognitive representations in learners?  Can this dynamic flow be pedagogically embedded to support learning?

17. Field work Field work phase #1(mapping the field) The first phase of field work is to become more familiar with hypermedia learning settings and the different kinds of structuring within those settings.

18. Field work Field work phase #2 (identifying target outcomes) The literature indicates that hypermedia ‘is a learning tool’, rather than ‘an instructional tool’. This phase of the field work is intended to identify the sorts of target outcomes different hypermedia structures produce.

19. Field work Field work phase #3(experimental) Sets of activities (learning processes and learning experiences) may be required in hypermedia learning settings which make the acquisition of knowledge from this medium more effective. The model of cognitive apprenticeship will be used to discern if these activities can be developed.

20. Interpretation of findings The results of the field studies will advance the knowledge of how hypermedia can be structured. Using hypermedia learning settings will also enable a critical examination of learning theories based on:  the effectiveness of these learning activities  the effectiveness of different types of hypermedia structures  how hypermedia structures best develop different types of knowledge.

21. Implications for theory The gains in the understanding of learning through this study will have a number of implications: The relationship between cognition and hypermedia structures will be further understood, The theoretical stance of cognitive apprenticeship in the context of hypermedia learning will be evaluated, and Advances in this theory will be useful in realigning approaches to the provision of aspects of vocational education using computing technology.

22. Implications for theory This study will provide a basis for further research in computer-based learning