Lesson 16: Understanding Hypermedia

Lesson 16: Understanding Hypermedia 

LAURICE A. TORRES

Educational Technology 2

 

            From the educational Technology 1 course the student has already become aware of multimedia or an audiovisual package that includes more than the instructional media(means of knowing)such as text,graphics,audio animation and video clip.

            Hypermedia is nothing but multimedia,but this time packaged as an educational computer software where information is presented and student activities are integrated in a virtual learning environment.Most educational IT applications are hypermedia and these include:

• Tutorial software packages
• Knowledge web pages
• Simulation instructional games
• Learning project management and others

             The presentation of information-learning in hypermediais said to be sequenced in a non linear manner,meaning that the learner may follow his path of activities thus providing an environment of learner autonomy and thinking skills

Characteristics of hypermedia applications

There are two important features that are outstanding among other features---that characterize the hypermedia software:

1.)Learner control - This means the learner makes his own decisions on the path,flow or events of instruction.The learner

 has control on such aspects sequence,page content,media,feedback,etc. that he/she may encounter in the hypermedia learning program.

2.)Learner wide range of navigation routes - the learners controls the sequence and pace of his path depending on his ability and motivation.He has the option to repeat and change speed,if desired.  The learner also has a wide range of navigation routes such as by working on concepts he is already familiar with.

In the use of hypermedia the following instructional events will prove useful to the teacher:

•  Get the learner's attention
• Recall prior learning
• Inform learners of lesson objectives
• Introduce the software and its distinctive features
• Guide learning,eliciting performance
• Provide learning feedback
• Asses performance
• Enhance retention and learning transfer

MAEdG214-D3a-Technology in Education

Report in Midterm Grading Period

Models and mock-ups

-               are recognizable imitation of the real thing except size which may be scaled down or scaled up to provide the needed experiences.

-               show the totality of a thing or a process.

-               are special types of models which are focused on a specific part of a whole object and these are workable.

facilitate study of objects and processes which cannot be seen in the objects themselves

When do we use Models and Mock-ups?

1. When reality is too small like atoms, molecules, amoeba, or too big like the universe/earth.
2. When reality is inaccessible like past and futuristic events and when distance is impossible to bridge.
3. When reality is too dangerous like viewing an erupting volcano or going to the forest for wild animals and insects.
4. When reality is unreliable like the weather and the various climatic conditions and the tides.

When reality is too abstract like space relationships, mathematics and other concepts

 Report in Final Grading Period
 I.   Higher Thinking Skills through IT-Based Projects
The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.
It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represent constructivist project.

Key Elements of a constructivist approach:

a)      The teacher creating the learning environment.

b)      The teacher giving students the tool

c)      The teacher facilitating learning.

Now let us see four IT-based projects conducive to develop higher thinking skills and creativity among learners.

I.   RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.

TRADITIONAL AND RESOURCE-BASED LEARNING

Traditional learning model	Resource-based learning model
Teacher is expert and information provides	Teacher is a guide and facilitator
Textbook is key source of information	Sources are varied(print, video. Internet, etc.)
Focus on facts Information is packaged In neat parcels	Focus on learning inquiry, quest, or discovery
The product is the be-all and end-all of learning	Emphasis on process
Assessment is quantitative	Assessment is quantitative and qualitative.

 Why Technology in Education?

Because there is a need nowadays of Technology in Education, we are in a fast changing society and there is a need for us get updated and include the use of technology in our teaching our pupils in order for them to get updated. By using it in our teaching we are making our students aware on how to manipulate these recent innovations in technology. Students become more interested in the discussion and they become more engaged in collecting information specially that it’s easy to find answers to their assignments.

Why should we include latest technology in the education of our children? Write down specifics with brief explanation.

We should include latest technology in the education of our children because it’s the latest innovation, they need to know so that they are equipped with the knowledge it offers .Nowadays everyone knows already how to manipulate it and if one doesn't have the knowledge of the technology on how he/she will do it, specially that with the use of technology we can do most of everything.

VANESSA P. CLEOFE

MAEdG214-D3a-Technology in Education

IT for Higher Thinking Skills and Creativity

             The old or traditional methods of teaching make use of audio-visual aids or devices, chalk and black board for illustrations, magazines and books for references, which are always provided by the teacher.  The students are given specific projects to perform and assignments have definite objectives.  Sometimes the old method is called spoon-feeding with the teacher giving guidelines all throughout the lessons being taught.  

Now in the new era of modern technology, students are encouraged to develop their own ideas and ways on how to gather information needed for their subjects in school.  Their creativity is developed and intellectual independence is nurtured when they are given the leeway to produce projects and reports using the software of the computer.

The traditional information absorption model of teaching is that the teacher is the one who organizes and presents information to student-learners. He/she may use the chalkboard, videotape, newspaper or magazine and photos. Then the presentation is followed by a discussion and the giving of assignment. But a new challenge has arisen for today’s learners and this is not simply to achieve learning objectives but to encourage the development of students who can do more than receive, recite and apply the knowledge they have acquired. Today students are expected not only to be mentally excellent, but also flexible, analytical and creative.

THINKING SKILLS FRAMEWORK

Complex Thinking Skills	Sub-skills
Focusing	Defining the problem, goal/objective-setting, brainstorming
Information gathering	Selection, recording of data of information
Remembering	Associating, relating new data with old
Analyzing	Identifying idea constructs, patterns
Generating	Deducing, inducting, elaborating
Organizing	Classifying, relating
Imagining	Visualizing, predicting
Designing	Planning, formulating
Integration	Summarizing, abstracting
Evaluating	Setting criteria, testing idea, verifying outcomes, revising

The Upgraded Project Method

Given these complex thinking skills, the modern day teacher can now be guided on his goal to help student achieve higher level thinking skills and creativity beyond the ordinary benchmark of the student’s passing, even excelling achievements tests. When the ordinary classrooms are lacking with instructional kits, use the project method to bring students to higher domains.

In a project method, students work on projects with depth complexity, duration, and relevance to the real world. There is already a revised project method wherein the students would make decisions about what to put on the project, how to organize information and how to package the outcomes for presentation while the teacher guides and facilitates the learning process.

Maila Cambiado
MAEd, EdTeh

March 24, 2013

Why Technology in Education

Technology plays a great part in various aspects of day-to-day life and in education. It has a great significance in teaching and learning process. There are plenty of reasons in using technology in education. A teacher may provide digital simulations and models that can help them to explain concepts that are too big or too small, or processes that happen too quickly or too slowly to demonstrate in a physical classroom. Using virtual manipulative sites where students can play with the idea of numbers and what numbers mean is also one way of using technology in education. Models and simulations, beyond being a powerful tool for teaching concepts, can also give teachers a much richer picture of how students understand them. The application of multimedia to education may not only give an excellent form of project-based learning that teaches teamwork, but it's also a good way to motivate students who are excited to create something that their peers will see. In addition, it makes sense to incorporate a component of technology that has become so integral to the world outside of the classroom.

LAURICE A. TORRES