From the Educational Technology 1 course, the student has already become aware of multimedia or audiovisual package that includes more than one instructional media (means of knowing) such as text, graphics, audio animation and video clip.
Hypermedia is nothing but multimedia, but this time packaged as 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 (Ex. Mathematical Software Tutorial (Matlab http://www.cyclismo.org/tutorial/matlab , Statistical Software Tutorial)
- Knowledge WebPages (w3schools website http://www.w3schools.com/html/html_media.asp)
- Simulation instructional games
- Learning project management, and others
The presentation of information-learning activities in hypermedia is 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. This fact makes it therefore important to understand hypermedia in the educational context in order to ensure their successful integration in the teaching-learning process.
The flight simulator used to train pilots is an example of a highly developed hypermedia program. Observe that it simulates an environment that allows student pilots to practice authentic (as is needed to be done in the real world) tasks while reducing the load of the cognitive mode of learning.
Hypermedia
Hypermedia is a computer-based information retrieval system and an extension to hypertext that enables a user to gain or provide access to texts, audio and video recordings, photographs and computer graphics related to a particular subject. Hypermedia is a term created by Ted Nelson. Hypermedia is used as a logical extension of the term hypertext in which graphics, audio, video, plain text and hyperlinks intertwine to create a generally non-linear medium of information. This contrasts with the broader term multimedia, which may be used to describe non-interactive linear presentations as well as hypermedia. It is related to the field of Electronic literature. The term was first used in a 1965 article by Ted Nelson.
Hypermedia-Limitations, problems
While hypermedia has become more popular and hypermedia systems come into more widespread use, limitations and shortcomings of current hypermedia are becoming increasingly apparent (Halasz, 1988). The simple tasks required by many applications (Hammond, 1993).
Disorientation, development of user Cognitive Overhead and manual construction of information network dominate current hypermedia systems (Ramaiah, 1992). Hypermedia Problems are interrelated (Charles, 1993). For example when users are disoriented the development Of high cognitive overhead is very possible. Additionally, applicability of general purpose hypermedia systems to specific tasks is problematic for casual non programmer users.
Multimedia is media and content that uses a combination of different content forms. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which only use traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animation, video, and interactivity content forms.
Multimedia is usually recorder and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of live performance. Multimedia (as an adjective) also describes distinguished from mixed media in fine art; by including audio, for example, it has a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application.
Characteristics of hypermedia applications
There are two important features that are outstanding among other features that characterized the hypermedia software:
- 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 as sequence, pace, content, media, feedback, etc. that he/she may encounter in the hypermedia learning program.
- Learning wide range of navigation routes. For the most part, the learner 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. Of course, at the start, the learner may choose the learning activities he prefers. Meanwhile, the teacher has the prerogative to determine suitable learning objectives.
The learner also has a wide range of navigation routes such as by working on concepts he is already familiar with. He may even follow a linear or logical path, even if the previous activity is half-completed. He may explore other sections opting to return or complete the previous activity.
Variety of media. Hypermedia includes more than one media (text, graphics, audio, animation and video clip) but does not necessarily use all types of media in one presentation. Since only virtual learning activity takes place, it is important from the standpoint of the teacher to optimize the learning process by identifying the characteristics of media application, as well as the advantages and limitations of such an application.
Given all its capabilities, hypermedia still does not replace life's experience and learning from nature and life. This is the saying that information and communication technology cannot replace the teacher altogether. Note that even technologists admit that the computer has a IQ of zero and depends on what man can input or make of it. GIGO or garbage-in, garbage-out is the very first principle that should be remembered about the computer.
In the use of hypermedia the following instructional events will prove useful to the teacher:
- Get the learners' attention
- Recall prior learning
- Informing learners of lesson objectives
- Introduce the software and its distinctive features
- Guide learning, eliciting performance
- Provide learning feedback
- Assess performance
- Enhance retention and learning transfer
