1. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 HyperMedia CEP 901B - Prosem Punya Mishra Matthew J. Koehler

2. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Agenda Meeting with Other Prosem about APA Postmortem on last week Research Interests DKSC in class activity Discussion of Readings The Big Picture on Hypermedia To do for next week

3. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Elliot Soloway to talk A conversation with Professor Elliot Soloway on his current research and development activities Room 128 Erickson Hall, Friday 1:30 - 3:00

4. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Last Week - Simulation Any issues?

5. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Research Bibliographies A few general rules: –Make a separate page that lists A your research interests Readings in your bibliography –Use APA style to list the full REFERENCE of what you read –Use the prelim format to summarize the reading. –Don’t use Times Roman

6. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Research Interests Everybody has one now, right? Everybody has stuff to read? Take 1 minute to share your interests with the rest of the class

7. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 DKSC Do you Know any Screens Connected Randomly? GO DKSC go!

8. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia Combine –Discussion of Readings and Issues –With the overview of the field –Each of the following is a talking point and an opportunity to discuss

9. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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."

10. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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.

11. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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

12. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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 (Matt) –To my surprise, it includes my dad but not my mom (Punya)

13. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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.

14. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - Early Research Does the brain really work that way? Does it mean that’s the best way to learn/teach with it?

15. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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

16. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - Later on Hypermedia:::: good or bad? People began to come to the conclusion that it depends

17. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - It depends On the content –What domain? –What information? –Is it inherently linear or non-linear? e.g. Cognitive Flexibility Theory for learning in ill-structured domains

18. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - It depends On expertise with hypermedia –First time users vs. experienced users –Techies vs. luddites

19. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - It depends On expertise with Computers –Used to reading text on a screen –Comfortable with mouse/keyboard –Are familiar with conventions

20. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - It depends On expertise with hypermedia –First time users vs. experienced users –Techies vs. Luddites –Familiar with the conventions Interface, navigation etc.

21. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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? –What kinds of models are people creating of the hyper-space

22. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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

23. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Ford & Chen (2002) This study tried to understand the relationship between –Individual differences (field dependence, learning styles, holistic/serialist bias) –Learning behavior (what people actually did) –Learning outcomes NOTE: The middle one there is an important bridge

24. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Ford & Chen (cont) Found learning styles affected –How people used the software (which features they favored) –How they approached the application problem Learning Styles did not affect “outcomes” (performance on the task, or score on multiple choice questions) Prior experience seemed to affect everything

25. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 SIDEBAR - What is Field Dependence Usually measured by the Group Embedded Figures Test (GEFT). Examples –Find the “X” in the figure below

26. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Ford & Chen (cont) Findings are at odds with a number of previous studies, perhaps because of any number of differences in this study from previous studies: –Population –Domain or Topic –Measures –Software features

27. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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?

28. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - Research Questions For whom is hypermedia likely to be good for? –What type of learners and their individual differences predict success?

29. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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?

30. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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?

31. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia - Research Questions How do non-linear representations impact learners? –Motivation –Recall –Knowledge structure / organization –Knowledge application

32. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 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?

33. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Going beyond research So what if it may not help us learn? So what if it may not match how we think? Can’t we use it to create a new form of literature – a literature that transcends that Aristotelian cliché, the narrative It is a postmodern world (at least so say Derrida, Foucalt, and a bunch of French philosophers) -Remember, the author is dead. Text is everything -Texts and meanings are de-centered, fragmented, open- ended and multi-linear -Intertextuality is everything -In other words… ‘tis the age of hyper-text

34. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 Hypermedia as art There are lots of examples in print media –Panchatantra, Kathasaritasagara, Choose your adventure books, Julio Cortazar, Wittgenstein… –Movies like Timecode Text arc: http://textarc.org/ http://textarc.org/ The Visual Thesaurus at http://www.visualthesaurus.com/ http://www.visualthesaurus.com/ Eastgate publishes great hypertext (and other hypertextual tools such as Storyspace, Tinderbox) http://www.eastgate.com http://www.eastgate.com Or our very own Inverso! http://imej.wfu.edu/articles/2002/1/03/demo/inverso.12.12.02.html http://imej.wfu.edu/articles/2002/1/03/demo/inverso.12.12.02.html

35. HypErMeDi@HypErMeDi@ Jan 28, 2003 CEP 901B - 2003 For Next Week Readings DKSC to summarize soon Three Monkeys to Give Instructions by Thurs One more entry in your annotated Bibliography