Hypermedia Courseware: Structures of Communication and Intelligent Help: Proceedings of the NATO Advanced Research Workshop on Structures of . April 19-24, 1990 (Nato ASI Subseries F:)

Armando Oliveira

ISBN 10: 3540558101 / ISBN 13: 9783540558101

Editore: Springer, 1992

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Befriedigend/Good: Durchschnittlich erhaltenes Buch bzw. Schutzumschlag mit Gebrauchsspuren, aber vollständigen Seiten. / Describes the average WORN book or dust jacket that has all the pages present. Codice articolo M03540558101-G

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Titolo: Hypermedia Courseware: Structures of ...

Casa editrice: Springer

Data di pubblicazione: 1992

Legatura: Rilegato

Condizione: good

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Riassunto:

This book is based on the NATO Advanced Research Workshop on Structures of Com- munication and Intelligent Help for Hypermedia Courseware, which was held at Espinho, Portugal, April 19-24, 1990. The texts included here should not be regarded as untouched proceedings of this meeting, but as the result of the reflections which took place there and which led the authors to revise their texts in that light. The Espinho ARW was itself to some extent the continuation of the ARW on Designing Hypermedia/Hypertext for Learning, held in Germany in 1989 (D. H. Jonassen, H. Mandl (eds.): Designing Hypermedia for Learning. NATO ASI Series F, Vol. 67. Springer 1990). At that meeting an essential conclusion becarne apparent: the importance and interest of hyper- media products as potential pedagogical tools. It was then already predictable that the enormous evolution of hypermedia would lead to its association with multimedia technologies, namely for the production of courseware. Parallel to the improvement of the didactic potential and quality which results from this association, it nevertheless brought along a natural array of difficulties, some old, some new, in the con- ception and use of hypermedia products. Today there is agreement that one of the most promising technological advances for education is represented by the use of text, sound and images based on nonlinear techniques of information handling and searching of hypermedia architectures. The problem of hypermedia is fundamentally one of communication; this leads to an attempt at defining a language for hypermedia.

Contenuti:

1 Hypermedia for Learning.- Hypermedia and multimedia.- The acquisition and representation of domain specific knowledge using NoteCards.- Tools for monitoring and analysing the use of hypermedia courseware.- Hypermedia and pre-service teacher education: some possibilities in analogy with didactics.- Design considerations in hypermedia tutorials.- Hyperconstruction: a new way to develop, to teach, and to learn.- Hypermedia and science education — the case of chemistry.- Designing hypermedia for computer assisted career guidance.- Knowledge acquisition with texts by means of flexible computer-assisted information access.- 2 Hypermedia Language.- Learning through browsing: observations on the production of self-directed learning systems for language students.- Towards a hypertext semiotics.- Signal effects on the recall and understanding of expository texts in expert and novice readers.- Hypertext processing: can we forget textual psycholinguistics?.- Cognitive ergonomics in a language learning task.- 3 Help Tools for Hypermedia and AI in Hypermedia.- Hypermedia for learning cognitive instructional design.- Hypermedia: influence of interactive freedom degree in learning processes.- HyperCard as a psychological research tool — experimental studies.- Effects of prior knowledge on learning to use a command device.- Ergonomics for hypermedia courseware.- Adding intelligence to hypertext with expert systems and adding usability to expert systems with hypertext.- Integrating hypermedia into intelligent tutoring.- 4 Ergonomics for Hypermedia.- Hypermedia and ITS.- Intelligent systems in education.- Potential contribution of new hypermedia technologies for man-machine communication in industrial processes.- Index of Authors.