Multimedia and Megachange-New Roles for Educational Computing PDF
Preview Multimedia and Megachange-New Roles for Educational Computing
Multimedia and Megachange: New Roles for Educational Computing Multimedia and Megachange: New Roles for Educational Computing w. Michael Reed John K. Burton Min Lin Editors o ~Y~~F~~:~~oup BocaRaton London NewYork CRCPressisanimprintofthe Taylor&FrancisGroup,aninformabusiness MultimediaandJ'Iegachange:NewRoles/orEducationalComputinghasalsobeenpublishedas ComputersintheSchools,Volume10,Numbers112and3/4,1994. ©1995byTaylor&FrancisGroup,LLC CRCPressisan imprintofTaylor&FrancisGroup,an Informabusiness Allrightsreserved.Nopartofthisworkmaybereproducedorutilizedinanyfonnorbyany means,electronicormechanical,includingphotocopying,microfilmandrecording,orbyany informationstorageandretrievalsystem,withoutpermissioninwritingfromthepublisher. Printedin theUnitedStatesofAmerica. Reprinted 2009byCRCPress Thedevelopment,preparation,andpublicationofthisworkhasbeenundertakenwithgreatcare. However,thepublisher,employees,editors,andagentsofTheHaworthPressandallimprintsof TheHaworthPress,Inc.,includingtheHaworthMedicalPressandPhannaceuticalProductsPress, arenotresponsibleforanyerrorscontainedhereinorforconsequencesthatmayensuefromuseof materialsorinfonnationcontainedinthiswork.Opinionsexpressedbytheauthor(s)arenotneces sarilythoseofTheHaworthPress,Inc. LibraryofCongressCataloglng-In-PubllcationData Multimediaandmegachange:newrolesforeducationalcomputing/W.MichaelReed,JohnK. Burton,MinLiu,editors. p.cm, "Has alsobeenpublishedasComputersintheschools,volume10,numbers112and3/4, 1994"-T.p.verso. Includesbibliographicalreferences. ISBN1-56024-693-6(acid-freepaper) I.Computer-assistedinstruction.2.Interactivemultimedia.I.Reed,W.Michael.II.Burton, JohnK.Ill.Liu,Min. LB1028.5.M841994 371.3'34-dc20 94-40532 elP Multimedia and Megacbange: New Roles for Educational Computing Contents INTRODUCTION Multimedia and Megachange D.LaA1ontJohnson 1 THEORETICAL/CONCEPTUAL The Parableof the Expensive BallpointPen (Revisited): Implications for Hypermedia DavidM. Moore 3 The Foundations ofHypermedia: Concepts and History 9 RobertJ.Myers John K. Burton Introduction 9 Additional Terminology 10 History 11 Hypertext/Hypermedia Systems 14 Designand Implementation IssuesandConsiderations 15 HypermediainEducation 17 RESEARCH Multimedia, Hypermedia,and the CultureofSchooling 21 Cleborne D. Maddux The Comparative Effects of BASIC Programming versus HyperCard Programmingon Problem Solving, Computer Anxiety,and Performance 27 »Z MichaelReed Min Liu Research Framework 27 PurposeofStudy and Research Questions 30 Design ofthe Study 30 Results 33 Discussion 35 Implications 38 Hypermedia in Teacher Education: Development ofCourseSupport Materials GailE.Fitzgerald 47 TheStages ofLearning Model Applied to Hypermedia Design 48 Development ofthe HypermediaInstructional Materials 50 Hypermediafor Acquisition Goals 51 Summary 65 Decisions inInferentialStatisticswithHyperCard: Design and Field Test LeahP. Mceo)' 69 Design 70 Methods 74 Results 74 Conclusions 75 CooperativeHypermedia: The Marriage ofCollaborative Writingand Mediated Environments 79 Curtis J. Bonk Padma \!: Medury Thomas H. Reynolds Introduction 79 Initial Statementon Computer-Based WritingTools 80 ProcessSupport 82 Tool Support 87 WeddingPlans 96 Conclusions 106 AStudy of the Effectiveness ofComputer-Based Simulations in TeachingComputerArchitecture 125 AnetteM. DeNardo Anthon)'s. Pyzdrowski Introduction 125 Review ofthe Literature 126 Purpose ofthe Study 127 Research Questions 127 Design ofthe Study 128 Results 133 Discussion 136 Conclusions 138 AComparison ofthe Language FeaturesofBASIC and HyperCard MaryJ.Hen')' 141 Thomas llZ Southerly BAS~ 142 HyperCard 144 Similarities andDifferences 148 Case Study 150 Conclusion 151 Novice Linking in Hypermedia-Based Instructional Systems Stephen ~ Harmon ISS Sharon H. Dinsmore Introduction 155 Methodology 157 Results 160 General Conclusions 166 UsingHypermedia to AssistLanguage Minority Learners in AchievingAcademicSuccess 171 DavidB. Palumbo AndreaB.Bermudez Hypermediaasa Presentation System 172 HypermediaasKnowledge Representation 173 HypermediaasKnowledge Construction 174 Creating Hypermedia-Based Individualized Learning Environments 176 Hypermedia's Potentialfor Language Minority Learners 180 Summary andConclusions 185 Promoting Learning Through Hypermedia: Local versus Global Interfaces William M. Lid~'ell 189 DavidB. Palumbo Thomas Troutman Introduction 189 Method 191 Results 192 Discussion 193 Conclusion 195 The Structural Communication Methodologyas a Means ofTeaching George Orwell'sAnimalFarm: Paperand Computer-Based Instruction 199 AlexRomiszowski AndrewAbrahamson Components of Structural Communication 200 Research on Structural Communication 201 Structural Communicationand AnimalFarm 202 ComputerBased Implementation ofStructural Communication Units 209 AnimalFarminHyperCard: Some Problems 216 Conclusion 224 Learning by Designing Hypermedia Documents 227 RichardLehrer JulieErickson Tim Connell The Instructional Model 228 Method 233 Results 240 Discussion 248 APPLIED Enhancinga Multicultural ProgramThrough HyperText Links Martha Irwin 2SS MargaretA.Moore JudyStevenson A. Overview ofMulticultural Links 257 B. Description ofthe Multicultural Literacy Project 257 c.NeedforHypertext Materials toEnhancetheReading andWritingProgram 261 D.Description oftheComponents ofMulticultural Links 262 E.ImplicationsofUsingHypertextMaterialstoSupport Curricula 274 The TopFive Reasons Notto UseMultimedia 281 RayBraswell 1.TheDollarFactor 281 2.Just Enoughto BeDangerousSyndrome 282 3.TheHolyGrailSyndrome 283 4.YouDon'tNeedMuchTime 283 5.ThePurposeBehindRepurposing 284 Enhancing Hypermedia Through the UseofTemplates 285 PeterE.Smith Templates 286 Advantages ofTemplates 287 UsingTemplates inaSchool 287 AdditionalTrainingBenefitsofTemplates 290 Disadvantages ofTemplates 290 Conclusions 290 Hypermedia AssistedInstructionand Second Language Learning: ASemantic-Network-Based Approach 293 MinLiu Introduction 293 Advantages andLimitations ofHypermedia 294 TheoreticalAssumptions ofaSemantic-Network-Based HypermediaLearningEnvironment 296 HypermediaandSemanticNetworks 300 Semantic-Network-BasedHypermediaLearning Environment andSecondLanguage Learning 302 Conclusion 310
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