This is included here also because it is
a good example of using hypertext instructional material. It is a good
model for staff to use.
I got this site from Carter-Tod's site. Carter-Tod thought it a site that does not explain the debate but merely quoted bits. It does that.
Once again it is interesting in the presentation of this type of instructional resource.
Perry, Chris, Learning
styles and learning outcomes (visited 20.10.00)
http://www.bos.vic.edu.au/csf/midyears/mylearn.htm
Crebbin, Wendy, LEARNING STYLES http://www.ballarat.edu.au/~wcrebbin/TB780/learnstyles.html
See also Preferred Learning Styles http://www.ballarat.edu.au/~wcrebbin/TB780/PREFERLS.html
Concept map of the interconnecting elements in this unit http://www.ballarat.edu.au/~wcrebbin/TB780/home.html
Hart Graeme, 1995, Learning Styles And Hypertext: Exploring User Attitudes, ASCILITE conference, Melbourne
Landow, George, Home
page http://landow.stg.brown.edu/cv/landow_ov.html
Cyberspace, hypertext and critical theory, Browwn University http://www.thecore.nus.edu.sg/landow/cpace/cspaceov.html
The
Victorian Web
http://landow.stg.brown.edu/victorian/victov.html
Stuart Moulthrop's Web Site http://raven.ubalt.edu/staff/moulthrop/
Moulthrop, Stuart, 1991, You say you want a revolution? Hypertext and the laws of media, Postmodern Culture, vol 1, no. 3.
Postmodern
Culture
MENO
(Multimedia, Education and Narrative Organisation)
An empirical study of the design features of interactive multimedia products for education and their effects on learner perception and performance.
This
three-year project, funded by the ESRC Cognitive Engineering Programme
from 1995-1998, investigates the relationship between the design of educational
interactive multimedia products and how people learn with them. We are
studying interrelationships between the learning tasks, the narrative (or
macro-structure), the classroom context, and the users (interpreting users
as teachers and students). (See Home
page
http://meno.open.ac.uk/
and
Summary of the MENO
project
http://meno.open.ac.uk/meno-intro.html)
The Blurb reads: 'Publishing papers on
the management, presentation and uses of information in
digital environments.' It is 'is maintained
in the IAM Research Group, University of Southampton, UK.'
Hypertext criticism - http://jodi.ecs.soton.ac.uk/?vol=1&iss=7 - (Volume 1 Issue 7) looks interesting:
M. Engebretsen (December 2000) Hypernews and Coherence
A. Miles (December 2000) Hypertext in the Dark: cinematic narration with links
A. Rau (December 2000) Wreader's Digest - How to Appreciate Hyperfiction
J. Walker (December 2000) Child's game
confused: reading Juliet Ann Martin's oooxxxooo.
Odlyzko, A., 2001, Content
is not king, First Monday, vol. 6, no. 2.
http://www.firstmonday.dk/issues/issue6_2/odlyzko/index.html
Odlyzko defines content as that which is created by the professionals to be used by a large number of people. Interestingly he provides the examples as books, newspapers, movies and sports events. (The future of the internet).
Finally he does make an interesting observation
about media and communication. In doing so he does provide the meaning
of point-to-point.
During the last few decades, the distinction between point-to-point and broadcast communication began to blur. Computers allowed for the mass preparation of personalized letters offering credit cards, say. Answering machines and voice response systems led to machine-mediated point-to-point communications. Individuals were able to reach large audiences through postings to netnews, or, more recently, through their personal Web pages. We can expect this evolution of communications to continue, and eventually to achieve that convergence in which there will be a continuum between point-to-point and broadcast communication. However, we are not there yet, and won't be for a while. (The future of the internet)
Need to read the rest.
Noble, D., 1998, Distance education on the web, David Noble's rticles on digital diploma mills http://communication.ucsd.edu/dl/
See for example
Language learning and technology, a refereed journal for second and foreign language learners.
Sokolik, Maggie, 1997, Changing literacies: Reading and writing in an electronic age, In Internet: Networking, Research and Popular American Culture 1997 Salzburg Seminars
A grid structure organizes information in no particular order of importance. The grid structure is hard to follow unless users recognize the interrelationships between the topics.
A hierarchical structure is the most common way to organize complex navigational schemes. This structure uses the typical home page with topic and subtopics arranged in order of importance.
A Web structure is a free-flowing,
non-structured navigation. This structure allows users to explore Web links
in an autonomous manner. However, this structure is hard to follow unless
users recognize the interrelationships between topics. When deciding which
Web structure to use, keep in mind that the more your audience is familiar
with your information, the more complex the Web navigation structure you
can use.
There is no other reason for going into this
article as it is based on the standard structrualist and logical rationalist
approach to planning and design from think of your audience to finishing
on budget and time probably if I bothered to read to the end.
by Michael F. , Delaware State University
Thompson, H., 1999, The
Impact of Technology and Distance Education: A Classical Learning Theory
Viewpoint Educational Technology & Society, 2(3), Online
http://ifets.massey.ac.nz/periodical/vol_3_99/herb_thompson.html