1. CEP 909 - Hyper hyper October 17, 2002

2. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Announcements  I lived. 4 hours, 29 minutes, survived major cramping and asthma attack  Visiting scholars  The people have spoken with unified diversity (everyone wants something different out of the class)  But everyone wants more tech, so more tech you get

3. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Overview of Research

4. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Groups: Where are we at?

5. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Vannevar Bush "He [mankind] has built a civilization so complex that he needs to mechanize his records more fully if he is to push his experiment to its logical conclusion and not merely become bogged down part way there by overtaxing his limited memory."

6. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Technology - Hypermedia  Goal is to provide an overview of the research and issues for one technology - hypermedia  Other technologies to follow in the weeks to come

7. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Vannevar Bush Consider a future device for individual use, which is a sort of mechanized private file and library. It needs a name, and to coin one at random, "memex" will do. A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged intimate supplement to his memory. It consists of a desk, and while it can presumably be operated from a distance, it is primarily the piece of furniture at which he works. On the top are slanting translucent screens, on which material can be projected for convenient reading. There is a keyboard, and sets of buttons and levers. Otherwise it looks like an ordinary desk.

8. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Big ideas  Starting with Bush  Hypertext is more in line with the way the brain works (associates information with other information)  Should lead to better learning because the act of translating is easier:  Non-linear in one person  Forced into linear  Consumed and translated into non-linear by another person

9. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Technology  Then the digital computer came along, and some people started doing it  Nelson - Xanadu  Hypercard  Then the internet came, and EVERYONE is doing it  To my chagrin, this includes my parents

10. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Early Research  Hypermedia had to be better than text, because it organized information like the brain.  At the very least, it could do everything linear text could do and more, so it should be no worse.

11. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Early Research  Does the brain really work that way?  Does it mean that’s the best way to learn/teach with it?

12. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Early Research  All the studies showed no results, or mixed results.  Caveats  For the most part, people were translating traditional texts into the new medium (not creating text FOR the new medium)  Text on a screen is very hard to read (easier today than back then)  The systems used for hypertext were basic, and did not support users very well -- PEOPLE WERE GETTING LOST AND CONFUSED  People were not familiar with hypermedia

13. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Later on  Hypermedia:::: good or bad?  People began to come to the conclusion that it depends

14. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On the content  What domain?  What information?  Is it inherently linear or non-linear?

15. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On expertise with hypermedia  First time users vs. experienced users  Techies vs. luddittes

16. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On expertise with hypermedia  First time users vs. experienced users  Techies vs. luddittes

17. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On expertise with Computers  Used to reading text on a screen  Confortable with mouse  Are familiar with the conventions

18. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On expertise with hypermedia  First time users vs. experienced users  Techies vs. Luddites  Familiar with the conventions

19. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On the software and navigation  What tools do you give people to move around the space?  One tool or two, or more?  Is it easy to see where you’ve been and where you’ve yet to go?  Is it easy to get back?  ARE PEOPLE GETTING LOST?

20. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - It depends  On individual differences  Textual vs. visual learner  Spatial skill  Active vs. Passive learners  Field Dependence  Internally vs. Externally motivated  Convergers vs. Divergers

21. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Research Questions  Under which circumstances is hypermedia likely to be beneficial  What user characteristics?  What software features?  What content?  What type of writing is needed?  What is linked to what?

22. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Research Questions  For whom is hypermedia likely to be good for?  What type of learners and their individual differences predict success?

23. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Research Questions  How to design the software to scaffold non- linear reading in general?  How to design software for specific domains or types of users (individual differences)?  How software can adapt to different users?

24. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Research Questions  Is there such a thing as non-linear literacy or fluency?  If so, what does it look like?  Does it parallel visual or textual literacy?  How does it develop in different types of people?

25. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Research Questions  How do non-linear representations impact learners?  Motivation  Recall  Knowledge structure / organization  Knowledge application

26. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Hypermedia - Research Questions  How do users navigate the non-linear spaces?  What types of strategies exist?  How do they relate to difference in the content and in the users (individual differences)?  Do people pick good strategies for their learning styles?  Does the way they use the software change over time?

27. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Homework for Next week

28. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology BREAKTIME

29. Matthew J. Koehler October 10, 2002CEP 909 - Cognition and Technology Group work  Groups, share your thoughts / findings with the class