Hypermedia and Environmental Education

• Autore: Donatella Cesareni
• Pagine: 331-339

Page 331

@1. Hypermedia and Education

We are living at a time when new learning systems based on the use of the computer are being created (micro-worlds, simulations, hypertexts); these systems aim to encourage the learner to build up his own knowledge.

These systems are defined as ´flexible personalized information toolsª [Kommers Jonassen Mayes 1992], and many writers underscore the possibilities offered in supporting self-learning and the involvement of the students in meaningful cognitive information processing. Hypertexts in particular and, more generally, hypermedia, appear to open up great educational possibilities in complex, multi-disciplinary areas.

It is well-known that through a non-linear presentation of information, which is the main feature of hypermedia, it is possible to highlight the existing relationships between various concepts, Moreover, the possibility of offering a large amount of information material (texts, images, diagrams, animation, audio and video recordings) and making them easily accessible to the student, in different language and media types, will provoke and satisfy the learner's curiosity and encourage further personal research.

Hypertext is commonly defined as non-linear text, in which the content is organized in basic units of information called ´nodesª. The interrelationships between these nodes of information are defined by links. Links can define an associative relationship between the nodes that they connect, or can provide organizational information. Links are usually activated by positioning the cursor on a ´hot buttonª on the screen and clicking the mouse to move to the related node.

Hypertext is also defined as ´virtual textª [Fischer Mandl 1990] [Antinucci 1991], because the learner decides which parts and how much of this ´virtual textª he wants to see. The outcome will be different for each learner and for each studying session.

A hypertext document is therefore made up of nodes and of inter-Page 332connecting links, which go to form a more or less complex network of information and relations. In addition to connecting nodes, the links provide information on the existing relations between nodes: subordinate, dominant, associative relations, etc. A hypertext may therefore be defined as an integrated knowledge base in which not only concepts but also the logical relations between concepts are supplied.

Recent research into hypertext in education emphasizes three important characteristics of this tool: broad access, high level of user control and support for cooperation [Marchionini 1988]. A hypertext application is able to store a large body of information which can then be presented in more than one manner. Access to the information is facilitated by the associative organization and curiosity or the need for further information can easily be satisfied by activating links with a mouse click.

The use of this technology seems to be particularly helpful in a complex knowledge domain as it makes students aware, not only of new topics, but also of links and associations existing between concepts. The network of existing relationships in a complex domain can become clear to the student as he or she navigates through a hypertext application.

Hypertext is considered a cognitive tool in so much as it engages learners in an intellectual process [Kommers Jonassen Mayes 1992]. When learners ntvigate through a hypertext application, they must...