We shall not cease from exploration
And the end of all our exploring
Will be to arrive at where we started
And know the place for the first time
          -T.S. Eliot

Hypermedia for Educators

A Seminar

Fall, 2003, Wednesdays, 4:30-6:55
Dr. Diane McGrath
EDETC 864

Last updated 10/24

Quick index:

Books |  Office Hrs |  Course  |  Goals |  Honesty & Accomodation |  Requirements
Schedule |  Bibliography |  Links |  Assignments |  HMSite | Lessons

Required textbook, readings, and materials

Office Hours, etc.

317 Bluemont Hall, 532-7686, dmcgrath@ksu.edu. Real-time hours are posted weekly linked to my home page <coe.ksu.edu/mcgrath>, and you email me for an appointment in order to reserve the time. Virtual office hours are, of course, any time. I read and answer my email often, but mostly on weekdays.

Course Description

This seminar is part of the Educational Computing, Design and Online Learning specialization for the new M.S. in Curriculum & Instruction, and the Ed.D. and Ph.D. in Curriculum & Instruction. Other graduate students are welcome, but you should discuss your potential enrollment with the instructor first.

This seminar does several things for students in our program. It provides very good background for prelim exams, and it will serve as a place to learn enough HTML and multimedia for the Web to be able to publish decent educational Web sites. On this last point: beginners are definitely welcome.

Hypertext/hypermedia is a field of study which comes with a number of issues, which we will explore, for example:what it means to learn in a nonlinear fashion and the related implications for designing online learning and learning from the current structure of the Web: learner control, navigational problems, cognitive overload, issues of type of structure and how much structure, and so on. Hypertext has two main features: nonlinearity and changeability. That is, the user may follow someone else's links, or s/he may design her own.These two different purposes have important learning consequences.

A final word about seminars. There are seminars and there are seminars. Some seminars are a way of using an 800-level-number as a regular instructor-led course. This seminar is a seminar. You will get out of it what you put into it. You will be doing some of the content research and sharing it, and you will do it rather early in the semester. You will also be looking for things on the Web that might interest other members of our seminar. So expect to spend a good deal of time online somewhere.

Please be aware from the start that this seminar is primarily about the subject of learning from and through hypertext/hypermedia, and only secondarily about how to technically put together a nonlinear document. Your final grade will be based approximately 60% on your understanding of hypertext learning issues, and 40% on your completion of the technical assignments.


Goals: course objectives and the professional knowledge base

The goal of education at KSU is the preparation of knowledgeable, caring, ethical decision-makers. The foundations of education at Kansas State University rest on a conceptual framework which includes knowledge of groups and institutions, of learning and students, of teaching and planning, and of application and practice. This course fits primarily into the "knowledge of students and learning" and "application and practice" categories in that it focuses on the content of hypermedia as a field of knowledge, its creation as a set of skills, and on the theoretical and research support for using hypermedia in teaching and learning.

Upon successful completion of work for this seminar, students are expected to be able to do and/or know the following:

Knowledge of Groups and Institutions
*World Wide Web copyright issues

Knowledge of Learning and Students
*hypermedia technical content knowledge: intermediate level of knowledge about HTML , design and production of Web pages, and use of non-text media on the Web
*hypermedia as a research tool for advanced learners and complex subject matter: research, theory, and important projects
*hypermedia as a learning tool for younger learners: research, theory, and important projects
*the historical context and ideas behind the development of hypertext
*some understanding of hypertext in other disciplines (e.g. writing)
*how to design Web sites to accomodate most readers/viewers

Application and Practice
*use of HTML and various tools and media to put together a hypertext
*how one might assess learning for hypermedia projects
*how one might use constructive hypertext to support higher order learning


Course Requirements


Participation, preparedness, minor presentations 25
Exercises Each one is due as decided in contract. 25
Seminar Presentation & Document 25
Hypertext Project on the Web (must be a separate project from Seminar Presentation) 25

Schedule
NOTE: LL stands for Laura Lemay, and the chapters and page numbers given are from the 21-days professional edition hardback. However, chapter titles are
given below the Schedule so that you can figure out what chapters are being assigned.
Date Topics Assignment
Aug. 20
 The Vision/s

Introduction to seminar. What do you want to learn? Basic Web page for course. John Sculley's 1987 talk at EDUCOM - Apple's vision of hypertext. Buzz Waterhouse 1987 talk - IBM's vision of hypertext. What happened?

 Bush; Ted Nelson's website ; Nelson's LM;
Wolf; Nelson; Kahney LL ch. 1-2 (or equivalent) if needed.
Basics movie. Make webpage.

Aug. 27
 Major Projects

 Discuss Bush, Ted Nelson, definitions of hypertext, readings, hypertexts.
In class, Discuss websites, Contracts.		 Read LL, chs. 3-4; Brown; Burbules
Browse Perseus; Schank. Alignment and Tables, if needed.
Begin to build "interesting links" section of website. 
Sept.3
 		 Discuss hypertexts and readings.
Lab: Help with DreamWeaver if needed.
 Read LL, chs. 5-7; Moulthrop.
Browse literary h'texts from Postmodern Culture

Sept. 10

Learning

 Discuss readings and literary hypertexts. Discuss rest of semester, revisit contracts. Discuss interesting links.Some early projects related to learning.
 
Read Carlson; Jonassen; Joyce; Landow
Everyone: Make an imagemap on your website.
Make a table on your website using DW and make a second table using HTML. Elaine, Cecil, Zia: plan teaching lesson as assigned (rollovers, animated GIFs, Zia-defining & managing a site).
Resources: Lemay: chapters on tables (11 or 8) and imagemaps 8 or 11). HOT: chapters on tables (7) and imagemaps (5). Lessons on tables and alignment. Lynda.com movie on tables (DW4) or Working with tables movie (DW/MX).
Sept. 17
 
 



Discussion: Discuss readings.
Lab time:

  • By 9/24 you should be up to Ch. 7 in HOT and also in LL (but skip CSS - style sheets for now). Spend some time this week on getting linking straightened out, on site management, and on fonts.
  • Look at hypertexts created by former students.
  • Read Havholm; Nelson & Palumbo; Yang
  • Each advanced student should act as big sis/brother to one newbie for the next several weeks.
Sept. 24
 
 		 Discussion: Discuss readings. Begin to think about seminar papers.
Lab time: Zia, site definition and management, templates
Oct. 1
Research
& Theory
  		Discussion: Discuss readings. Discuss hypertext examples viewed this week. See if we can get closer to definition of hypertext.
Lab time: Cecil, animated gifs
    Other technical help as needed. Where to find audio files.
  • Read in LL and in HOT about adding audio files to your webpage. Try it. I have 2 such files on the server, but you can also find some of your own on the web (no lawsuits, please!)
  • Read Perkins; Zahn; Nelson; Dillon
  • Browse Valley
Oct. 8
 

Discuss readings, knowledge as design and hypervideo.
Linear nonlinearity: see video, French in Action and part of Waterhouse IBM movie.

Lab time: Adding pre-made audio files to web page.
Tech reading: read about adding video in your HTML book.
Read Chen; Wolf; Scardamalia
Oct. 15
 
 		 Discuss readings.
Lab:  adding movies to your web page. Adding applets.
-->First seminar presenter assigns reading. 		Read Lehrer; Lehrer et al; Erickson; Talamo; Myers. Browse Smithsonian history exhibit.
Malicious applets
Student-assigned reading: Aamodt
Oct. 22
   
Seminars		 Discuss readings
Lab: Accessibility issues (postponed til Nov. 19)
Sem: Cecil- Case-based reasoning.
-->Next two seminar presenters assign readings. 		Student-assigned readings: Paolucci; Hailey
 
Oct. 29
 
Seminars		 Sem: Rob
Sem: Brad
-->Next two seminar presenters assign readings. 		Student-assigned readings: Meyer
 
 
Nov. 5
 
Seminars		 Sem: Jean
Sem: Zia
-->Last two seminar presenters assign readings.		 Student-assigned readings: Johnson-Sheehan; Marchionini
Work on final hypertext projects
 
Nov. 12
Seminars 		Sem: Elaine
Sem: Mel
  		Work on final projects
Nov. 19
  		Lab Week: no formal class. Work on your final projects
  		Work on final projects
Dec. 5
Projects
 Present and Discuss Final Projects:
Mel, Elaine, Jean

Lab: Collecting data from forms, FMPro (See Lessons, below)		 Take some time to look at Bobby and other accessibility information on the Web.

Dec. 12
Projects

 Present and Discuss Final Projects:
Zia, Brad, Rob, Cecil		 All work is due by Dec. 17.
 


Bibliography: examples of hypermedia


Animal Pathfinders Computer Software and Videodisc package]. NOVA.

Annenburg CPB Project. French in Action.. Park of a 40-lesson videodisc. 20-min. segment to be shown in class.

Anderson, L.[Computer software, CD-ROM]. (1995). Puppet motel. New York: Voyager.

Ayers, E.L. (1993-2003). The Valley of the Shadow: Two communities in the American Civil War. Online: http://jefferson.village.virginia.edu/vshadow2/

Culture 3.0 [Computer Software, CD-ROM]. (1996). Cranford, NJ: Cultural Resources, Inc.

First Emperor of China [Computer Software, CD-ROM]. New York: Voyager Co.

Minsky, M. [Computer Software, CD-ROM]. (1985, 1986; 19??). Society of Mind. Book: New York: Simon and Schuster. New York: Voyager Co.

Norman, D. First Person: Donald Norman [Computer Software, CD-ROM]. Voyager Co.

Postmodern Culture: Special hypertext issue. 27(3), May, 1997. This issue is now unavailable without a subscription, but you can see the list of articles and contributors. I'd like you to view two of the hypertexts that are still available to us, Michael Joyce's Twelve Blue and Diane Reed Slattery's AlphaWeb.

Project Perseus. [Online hypertext document]. Available at URL:  http://www.perseus.tufts.edu/

Schank, R.C. & Cleary, C. (1995;1996). Engines for Education. Hillsdale, NJ: Erlbaum. Online (as well as paper) book, available at: http://www.engines4ed.org/hyperbook//

Smithsonian Institution. History wired: A few of our favorite things. Available at URL: http://www.historywired.si.edu


Bibliography: articles and chapters


Brown, J. S. & Duguid, P. (1996a, May). The social life of documents. First Monday, 1 (1). Online document: http://firstmonday.org/issues/issue1/documents/index.html. Also available at http://www.parc.xerox.com/ops/members/brown/papers/sociallife.html, retrieved 26 August 2002.

Burbules, N.C. & Callister, T.A., Jr. (2000). Hypertext: Knowledge at the crossroads. In N.C. Burbules & T.A. Callister, Jr., Watch IT, ch. 3. Boulder, CO: Westview Press.

Bush, V. (1945). As we may think. Atlantic Monthly.

Carlson, P.A. (1990). Square books and round books: Cognitive implications of hypertext. Academic Computing, 16-19ff.

Chen, P. & McGrath, D. (2003). Knowledge construction and knowledge representation in high school students'design of hypermedia documentss. Journal of Educational Multimedia and Hypermedia.

Dillon, A. (2002). Writing as design: Hypermedia and the shape of information space. in R. Bromme & E. Stahl (Eds.). Writing hypertext and learning: Conceptual and empirical approaches. Pp. 64-72. New York: Pergamon.

Erickson, J. (1997). Building a community of designers: Restructuring learning through student hypermedia design. Journal of research in rural education, 13(1), 5-27.

Havholm, P. & Stewart, L. (1990, Mar.). Modelling the operation of theory. Academic Computing, 8-12ff.

Jonassen, D. H. (1989). Hypertext/Hypermedia. Englewood Cliffs, NJ: Educational Technology Publications. {pp. 40-50: Problems in Using and Authoring Hypertext, and pp. 50-62: Designing hypertext}.

Joyce, M. (1988, November). Siren shapes: Exploratory and constructive hypertexts. Academic Computing, 10-14; 37-42.

Kahney, L. (1999, August 25). Programmer reaches his Xanadu.Wired. Available: http://www.wired.com/news/technology/0,1282,21430,00.html

Landow, G.P. (1992). Bootstrapping hypertext: Student-created documents, Intermedia, and the social construction of knowledge. In E. Barrett (Ed.). Sociomedia: Multimedia, hypermedia, and the social construction of knowledge. Cambridge, MA: MIT PRess.

Lehrer, R. (1993). Authors of knowledge: Patterns of hypermedia design. In Lajoie & Derry (Eds.). Computers as cognitive tools, Vol. I. Pp. 197-227. Mahweh, NJ: Erlbaum.

Lehrer, R., Erickson, J. & Connell, T. (1994). Learning by designing hypermedia documents. Computers in the Schools, 10(1/2), 227-254.

McDonald, S. & Stevenson, R.J. (1999). Spatial versus conceptual maps as learning tools in hypertext. Journal of Educational Multimedia and Hyermedia, 8(1), 43-64.

Moulthrop, S. (1998). Straight talk for troubled times. Or, The street finds its uses for things. Closing Keynote Speech at Hypertext '98 Conference, Pittsburgh, PA, June 24.

Myers, J. & Beach, R. (2001, March). Hypermedia authoring as critical literacy. Journal of Adolescent and Adult Literacy, 44(6), 538-546.

Nelson, T. (1993). Literary Machines. Now distributed by Eastgate. Excerpt.

Nelson, T. Web site to his latest commentary on his work.

Nelson, T. (1995, September). Letter to the Editor. Wired, 3.09, p. 24ff. [This used to be online, but I can't find it any more. However you may link to the file.].

Nelson, W.A. (1994). Efforts to improve computer-based instruction: The role of knowledge representation and knowledge construction in hypermedia systems. Computers in the Schools. 10(3/4), 371-400.

Nelson, W. A. & Palumbo, D.B. (1992). Learning, instruction, and hypermedia. Journal of Educational Multimedia and Hypermedia, 1(3), 287-299.

Perkins, D.N. (1986). Knowledge as design. Introduction and ch. 1, xiii-xv; 1-34.. Mahweh, NJ: Erlbaum.

Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.

Sculley, J. (1987). Speech to EDUCOM Conference. Apple Computer Videotape.

Spiro, R.J. Feltovich, R.P., Jacobson, M.J. & Coulson, R.L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. T.M. Duffy & D.H. Jonassen (Eds.). Constructivism and the technology of instruction: A conversation. Erlbaum, Hillsdale, NJ, pp. 57-76.

Talamo, A. & Fasulo, A. (2002). Opening windows in each other's minds: Social sharing of hypertext models. In R. Bromme & E. Stahl (Eds.). Writing hypertext and learning: Conceptual and empirical approaches. Pp. 99-124. New York: Pergamon.

Waterhouse, L.G., (1987). Greek mythology, computers, and the new age. Video from IBM Academic Information Systems.

Wittgenstein, L. (1956). Single page on criss-crossing the landscape.

Wolf, G. (1995, June). The curse of Xanadu. V. 3.06. Available online at: http://www.wired.com/wired/archive/3.06/xanadu.html

Wolf, K. (2002). Sleepy links, collaborative grading and trails--Shaping hypertext structures by usage processes. In R. Bromme & E. Stahl (Eds.). Writing hypertext and learning: Conceptual and empirical approaches. Pp. 79-97. New York: Pergamon.

Yang, S.C. (1996, November-December). Designing instructional applications using constructive hypermedia. Educational Technology, 45-50.

Zahn, C., Schwan, S. & Barquero, B. (2002). Authoring hypervideos: Design for learning and learning by design. In R. Bromme & E. Stahl (Eds.). Writing hypertext and learning: Conceptual and empirical approaches. Pp. 153-176. New York: Pergamon.



Student-assigned readings for seminar presentations:

Aamodt, A. & Plaza, E. (1994). Case-based reasoning: Foundational issues, methodological variations, and system approaches. AI Communications, 7(1), 39-59.

Hailey, D.E. & Hailey, C. (1998). Hypermedia, multimedia, and reader cognition: An empirical study. Technical Communication, 45(3), 330-342.

Johnson-Sheehan, R. & Baehr, C. (2001, February). Visual-spatial thinking in hypertexts. Technical Communication, 48(1), 22-30.

Marchionini, G. (2000,June 17 draft). Evaluating digital libraries: A longitudinal and multifaceted view.

Meyer, K.A. (2003, May). The Web's impact on student learning. T.H.E. Journal, 14ff.

Paolucci, R. (1998). The effects of cognitive style and knowledgeg structure on performance using a hypermedia learning system. Journal of Educational Multimedia and Hypermedia, 7(2-3), 123-150.



Reference for LL chapters

(since you may have different versions/editions)

Hypertext: additional reference articles

Berners-Lee, T. Style Guide for online hypertext, (1992-98). Available: http://www.w3.org/Provider/Style/Overview.html.

Bernstein, M. (1998). Hypertext gardens. Available: http://www.eastgate.com/garden/.

Library of Congress. Vatican Exhibit. Available: http://www.ncsa.uiuc.edu/SDG/Experimental/vatican.exhibit/exhibit/Main_Hall.html.

Harrison, C.(2002, October 2). Hypertext links: Whither thou goest and why. First Monday, URL: http://www.firstmonday.org/issues/issue7_10/harrison/index.html.

Murphy, E. (1997, January). Links to sites on hypertext, hypermedia, and learning. Available: <http://www.stemnet.nf.ca/~elmurphy/emurphy/hyper.html>


Hypertext: links to resources, conferences, etc.


Memex and Beyond


Sample student projects that are particularly creative and good examples of hypermedia

1997
Mohammed Zakari
On Adam
from the Koran
  		1998
Mark Viner
Mark's Place
Technology in Education
-->Virtual Notebook		 2000
Alan Selig
The Storytelling Site
 
  		2000
Abdullah AlWalidi
Hypertext
(the first constructive
hpertext done for class)		 2002
Bo Yang
Constructivism
(also a consntructive
hypertext)



Downloads

Fast Player 1.1 (Mac QuickTime player and "flattener")
<ftp://ftp.ncsa.uiuc.edu/Mosaic/Mac/Helpers/fast-player-110.hqx>

Filemaker Pro 6 Trial version download

GraphicConverter download site (Mac- transparent & interlaced images)

Adobe PDF plug-in downloads for Mac and PC

MapEdit (PC and Mac) access and information site for client-side imagemaps.



Web Information

Java Security FAQ, Princeton University, Dept Computer Science



Accessibility and testing your pages

Marcia Herman's Accessibility links (Note: There are 2 bad links on her site, but I can't fix them)

NCAM (National Center for Accessible Media). Accessibility symbol and links: Thinking about enabling the user.

* Bobby 3.2 site for testing your web pages for accessibility

* Backward Compatibility Viewer (Delorie software removes features you don't want to see or can't see in your browser)

* Web Accessibility Guide from KSU Research and Extension

3. Seminar Paper

I am looking for a well written (publishable quality) paper on a subject dealing with educational hypertext. You should do some background research (reading, viewing) for this paper, and hand in the paer in html format so I can link the seminar papers together for easy reading. Take this opportunity to follow up on some topic having to do with hypertext, such as some of these topics we have brainstormed in class:

navigation in hypertext
learner control
what is learned when learning from a hypertext?
history, politics of hypertext
structure searching
theory supporting hypertext
taxonomy of types of hypertext
age, learning styles, subject matter - when is hypertext appropriate?
attention, cognitive load issues
types of links, relation to semantic networks
history, purpose, and research on a particular project (e.g. Perseus)

4. Hypertext (final project)

Your task is to build, using Web design tools of your choice, a functioning hypertext on some educational subject of your choice. I am defining educational very broadly: any age group, any subject in which the reader might be trying to learn something (not only 5th grade science or 11th grade history would be acceptable, but also introduction to digitizing something, how to understand complex literary material, or a discussion of constructivism!

With regard to evaluating this final project, I am MOST interested in your demonstration of your understanding of hypertext. Since there is no single correct way to design a hypertext, I am open to a variety of designs. I will ask you questions about your design decisions and the type of hypertext you are presenting when you demonstrate your project in class. As always, however, I also expect neatness, demonstration of some of your new skills (where appropriate), correct spelling, punctuation, and grammar, accuracy, and some indication that you have tested it out on other readers before handing in your final version. This will help in proofreading and in navigational issues.


Lessons Links


Footnotes:

*ch. --* The stars indicate that this refers to a chapter in the Lemay large book, the professional edition. Since you are not required to buy that book, you may borrow a copy of this chapter.