Lesson 15

Understanding Hypermedia

The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner my follow his path of activities thus providing an environment if leaner autonomy and thinking skills.

From the Educational Technology I course, the student has already become aware of multimedia or an audiovisual package that includes more than one instructional media (means of knowing) such as text, graphics audio animation, and video clip.

Hypermedia is nothing but multimedia, but this tie packaged as aneducational computer software where information is presented and student activities are integrated in a virtual I learning environment. Most educational IT applications are hypermedia and these include:

· tutorial software package;

· knowledge webpages;

· simulation instructional games; and

· learning project management, and others.

The presentation of information-learning activities in hypermedia is said to be sequenced in a non-linear manner, meaning that the learner my follow his path of activities thus providing an environment if leaner autonomy and thinking skills. The fact makes it therefore important to understand hypermedia in order to ensure their successful integration in the teaching-learning process.

 The flight simulator used to train pilots in an example of a highly developed hypermedia program. Observe that it simulates an environment that allows the students pilots to practice authentic (as needed to be dine in the real world) tasks while reducing the lot of the cognitive mode of learning.

Characteristic of hypermedia applications

There are two important features that are outstanding — among other features that characterize the hypermedia software:

1.    Learner control. The means the learner makes his own decisions on path, row or events of instruction. The learner has control on such aspects as sequence, pace content, media, feedback, etc. that he/she may encounter in the hypermedia Pershing program.

2.    Learner wide range of navigation routes. For the most part, the learner controls the sequence and pace of us path depending on his/her ability and motivation. He/she has the option to repeat and change speed, if desired. Of course, at the start the learner may choose the learning activities he/she prefers. Meanwhile, the teacher has the prerogative to determined suitable learning objectives.

The learner also be a wide range of navigation routes such as by working on concepts he/she is already familiar with. He/she may even follow a liner or logical path, even if the previous activity is half-completed. He/she may explore other sections opting to return or complete the previous activity.

3.    Variety of media. Hypermedia includes more than one media (text, graphics audio, animation and video clip) but does not necessarily use all types of media in one presentation. Since only virtual learning activity takes place, it is important from the standpoint of the teacher to optimize the learning process by identifying the characteristics of media application, as well as the advantages and limitations of such an application.

Given all its capabilities, hypermedia still does not replace life’s experience and learning from nature and life. This is the saying that information and communication technology cannot replace the teacher altogether. Note that even technologist admit that a computer has an IQ of zero and depends on what man can input or make of it. GIGO or “garbage-in, garbage out” is the very first principle that should be remembered about the computer.

In the use of hypermedia the following instructional events well prove useful to the he teacher:

· Get the learners’ attention.

· Recall prior learning.

· Inform learners of lesson objectives.

· Introduce the software and its distinctive features.

· Guide learning, eliciting performance.

· Provide learning feedback.

· Assess performance.

· Enhance retention and learning transfer.