A model for hypermedia learning environments based on electronic books

Designers of hypermedia learning environments could take advantage of a theoretical scheme which takes into account various kinds of learning activities and solves some of the problems associated with them. In this paper, we present a model which inherits a number of characteristics from hypermedia and electronic books. It can provide designers with the tools for creating hypermedia learning systems, by allowing the elements and functions involved in the definition of a specific application to be formally represented A practical example, CESAR, a hypermedia learning environment for hearing‐impaired children, is presented, and some conclusions derived from the use of the model are also shown

Multimedia hyperscapes: towards ecological strategies

In this day and age there is a need for a conceptual framework relating Multimedia Hyperscapes to a new way of thinking that goes beyond the traditional “clockwork approach”, namely, to reach a more “ecological approach”. When we have a number of learners connected among themselves we can create activities based on ecological principles. Basically, these involve the evaluation of all the relevant information and the combination of the best solutions to solve complex problems. In our experiments at Universidade Aberta the construction of hyperscapes was achieved through knowledge mapping. Because the Web makes possible new modes of collaboration and interaction, groups of students could work together very effectively on such tasks as gathering information, designing Web pages, discussing relevant topics, organizing events, writing assignments, making multimedia presentations, among other. In the course of creating fractal hyperspaces on the Web, with integration of varied multimedia materials, the range of cognitive strategies used by students during the learning process became evident, both at individual and collective level, and learning styles could be easily identified.info:eu-repo/semantics/publishedVersio

Enhancing learner: centred design of hypermedia artefacts through cognitive and affective indicators

This paper discusses some issues and research findings of the project we call UNIBASE. In order to improve the learning processes through hypermedia technology, we investigated the role of cognitive mapping and the application of certain cognitive ambiguities and breakdowns. The addition of clear learning goals, explicitly expressed through cognitive mapping tools, allowed students to acquire the right knowledge and helped them adopt a productive strategy. Complementary to this elicitation process, video information embedded in hypermedia learning environments was used to increase the levels of attention and motivation, using devices such as movement, novelty and appeal. Our aims were to explore and develop the application of innovative hypermedia artefacts.info:eu-repo/semantics/publishedVersio

From cognitive landscapes to digital hyperscapes

The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects.(undefined

Hypermedia complexity: fractal hyperscapes and mind mapping

Mainstream research on educational technology has focused on the discovery of more effective ways for conveying “relevant” information to students. A problem that we identified is that students often do not engage with the subject matter, especially when dealing with complex domain representations, even when high quality hypermedia resources are available. With the widespread of multimedia content and the emergence of massive information resources there is a need for powerful and effective learning tools that can handle all kinds of media configurations. Our results show that concept mapping, mind mapping and the creation of hyperscapes are very effective means to give learners control over hypermedia materials and improve motivation.info:eu-repo/semantics/publishedVersio

Mathematical surfaces models between art and reality

In this paper, I want to document the history of the mathematical surfaces models used for the didactics of pure and applied “High Mathematics” and as art pieces. These models were built between the second half of nineteenth century and the 1930s. I want here also to underline several important links that put in correspondence conception and construction of models with scholars, cultural institutes, specific views of research and didactical studies in mathematical sciences and with the world of the figurative arts furthermore. At the same time the singular beauty of form and colour which the models possessed, aroused the admiration of those entirely ignorant of their mathematical attraction

Parametric BIM-based Design Review

This research addressed the need for a new design review technology and method to express the tangible and intangible qualities of architectural experience of parametric BIM-based design projects. The research produced an innovative presentation tool by which parametric design is presented systematically. Focus groups provided assessments of the tool to reveal the usefulness of a parametric BIM-based design review method. The way in which we visualize architecture affects the way we design and perceive architectural form and performance. Contemporary architectural forms and systems are very complex, yet most architects who use Building Information Modeling (BIM) and generative design methods still embrace the two-dimensional 15th-century Albertian representational methods to express and review design projects. However, architecture cannot be fully perceived through a set of drawings that mediate our perception and evaluation of the built environment. The systematic and conventional approach of traditional architectural representation, in paper-based and slide-based design reviews, is not able to visualize phenomenal experience nor the inherent variation and versioning of parametric models. Pre-recorded walk-throughs with high quality rendering and imaging have been in use for decades, but high verisimilitude interactive walk-throughs are not commonly used in architectural presentations. The new generations of parametric and BIM systems allow for the quick production of variations in design by varying design parameters and their relationships. However, there is a lack of tools capable of conducting design reviews that engage the advantages of parametric and BIM design projects. Given the multitude of possibilities of in-game interface design, game-engines provide an opportunity for the creation of an interactive, parametric, and performance-oriented experience of architectural projects with multi-design options. This research has produced a concept for a dynamic presentation and review tool and method intended to meet the needs of parametric design, performance-based evaluation, and optimization of multi-objective design options. The concept is illustrated and tested using a prototype (Parametric Design Review, or PDR) based upon an interactive gaming environment equipped with a novel user interface that simultaneously engages the parametric framework, object parameters, multi-objective optimized design options and their performances with diagrammatic, perspectival, and orthographic representations. The prototype was presented to representative users in multiple focus group sessions. Focus group discussion data reveal that the proposed PDR interface was perceived to be useful if used for design reviews in both academic and professional practice settings

Supporting students' construction of hypermedia

This thesis considers the proposition that hypermedia may be employed effectively in higher education. More specifically, the question of its use by undergraduate music students to assist in writing essays and dissertations is investigated. The work begins with a review of general issues relating to educational hypermedia, such as its history, application, design and architecture. A user-centred approach to hypermedia development is advocated, and after critique and analysis of the literature, a framework for human-computer interaction for educational hypermedia is proposed. A case study is reported which serves to facilitate the undertaking of original research, as well as to evaluate the proposed framework. Other environments are also selected to carry out more generic research. Both reading strategies and writing strategies are investigated, and the results from these studies are used to conduct a repertory grid analysis of students' approaches to and perceptions of essay and dissertation development. The outcome of this experiment concludes with a proposal for a structural model of essay and dissertation development. Analysis of the model suggests the need for further survey analysis of taskartefact usage in specific educational domains, and experimental studies into electronic document manipulation and the reading of music from computer screens are investigated with respect to the case study environment. The implications of the research carried out in this thesis have assisted in and helped to justify the design of the prototype system HECTOR (Hypermedia, from Essay Conception TO Realisation). It aims to support students in their research, planning and writing of essays and dissertations. HECTOR has been evaluated in the field, and the results of this go some way to supporting the hypothesis of the thesis - that hypermedia can be employed effectively in higher education

Computer integrated documentation

The main technical issues of the Computer Integrated Documentation (CID) project are presented. The problem of automation of documents management and maintenance is analyzed both from an artificial intelligence viewpoint and from a human factors viewpoint. Possible technologies for CID are reviewed: conventional approaches to indexing and information retrieval; hypertext; and knowledge based systems. A particular effort was made to provide an appropriate representation for contextual knowledge. This representation is used to generate context on hypertext links. Thus, indexing in CID is context sensitive. The implementation of the current version of CID is described. It includes a hypertext data base, a knowledge based management and maintenance system, and a user interface. A series is also presented of theoretical considerations as navigation in hyperspace, acquisition of indexing knowledge, generation and maintenance of a large documentation, and relation to other work