Hypertext & Hypermedia

Kompjutorsko temeljeni multimedijalni informacijski sustavi (MMIS) naročito su aktuelni posljednjih godina. Multimedijalni informacijski sustavi predstavljaju repozitorij za sve tipove digitalno reprezentiranih podataka kao što su tekstovi, slike i zvuk. Takvi sustavi po prirodi su kompleksni i multidisciplinarni

A vignette model for distributed teaching and learning

Computer software and telecommunication technologies are being assimilated into the education sector. At a slower pace, educational methodologies have been evolving and gradually adopted by educators. The widespread and rapid assimilation of technology may be outstripping the uptake of better pedagogical strategies. Non‐pedagogical development of content could lead to the development of legacy systems that constrain future developments. Problems have arisen with computer‐based learning (CBL) materials, such as the lack of uptake of monolithic programmes that cannot be easily changed to keep pace with natural progress or the different requirements of different teachers and institutions. Also, hypertext/hypermedia learning environments have limitations in that following predefined paths is no more interactive than page turning. These considerations require a flexible and dynamic approach for the benefit of both the teacher and student. Courses may be constructed from vignettes to meet a desired purpose and to avoid the problems of adoption for the reasons that programmes cannot easily be changed or are not designed to meet particular needs. Vignettes are small, first‐principle, first‐person, heuristic activities (which are mimetic) from which courses can be constructed Vignettes use an object‐orientated approach to the development of computer‐based learning materials. Vignettes are objects that can be manipulated via a property sheet, which enables changing the object's inherent character or behaviour. A vignette object can interact with other vignette objects to create more complex educational interactions or models. The vignette approach leads to a development concept that is horizontally distributed across disciplines rather than vertically limited to single subjects

The StorySpinner Sculptural Reader

This demo is of a hypertext reading system called StorySpinner. It follows the sculptural hypertext methodology and has been used as a test bed for experimenting with the authoring of narrative flow in automatically generated stories. Readers are able to select and read one of two available stories. Reading a story involves selecting tarot cards which are mapped to chunks of story text based on possible interpretations of the cards and information concerning current story state

StorySpinner: Controlling Narrative Pace in Hyperfiction

This paper describes the StorySpinner system, a sculptural hypertext reader used as a test bed for experimenting with the authoring of narrative flow in automatically generated stories. An overview of the system is presented along with discussion and conclusions arising from initial user trials

Automatic Geotagging of Russian Web Sites

The poster describes a fast, simple, yet accurate method to associate large amounts of web resources stored in a search engine database with geographic locations. The method uses location-by-IP data, domain names, and content-related features: ZIP and area codes. The novelty of the approach lies in building location-by-IP database by using continuous IP blocks method. Another contribution is domain name analysis. The method uses search engine infrastructure and makes it possible to effectively associate large amounts of search engine data with geography on a regular basis. Experiments ran on Yandex search engine index; evaluation has proved the efficacy of the approach.ACM Special Interest Group on Hypertext, Hypermedia, and We

Unpacking and Illustrating Coiro’s Multifaceted Heuristic of Digital Reading Through the Development of the COT-R Assessment

Although much research exists on digital reading, confusion about literacy terminology persists. Inspired by a recent article in Reading Research Quarterly, the authors explore a multifaceted heuristic of digital reading developed by Julie Coiro. The heuristic, which offers a way to systematically organize, label, and define complex terms, concepts, and practices related to digital reading experiences, served as a reference point to examine the authors’ journey of defining digital reading. Highlighting three aspects of Coiro’s heuristic--text, activity, and context--the authors begin by describing the development of an authentic online reading assessment instrument (COT-R), which focuses on elementary students’ processes of online text navigation and evaluation. The authors then unpack the complexities of defining digital reading encountered during the evolution of the assessment instrument. In addition, they argue for increased attention on hyperlinks, which they found to be a defining text feature of online reading

Multimedia effectiveness in the learning environment : A review of literature

Multimedia Effectiveness in the Learning Environment: A Review of Literature examines some of the research and academic literature related to the use of computer-assisted instruction, hypertext, hypermedia and multimedia in the learning environment. Contemporary views of media psychology and learning styles are also discussed, as well as the impact of multimedia on teachers, students and learning. The author concludes by suggesting that the progressive teacher knows the importance of quality instructional design and will look for every opportunity to integrate appropriate multimedia into the learning environment