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• W181981254 abstract "Psychologists have long recognized the associative nature of human thought. The process is creative, intuitive, almost free flow. Hypermedia software taps that pipeline, and just as a psychologist uses association to uncover patients' hidden truths so can an educator use it to send students on a voyage of discovery learning. * Radical Moves A hypermedia software application is nothing short of radical. Its interface models the human associative process, allowing users to jump from place to place in the information with few restrictions. Data may comprise various combinations of text, audio portions like music or a voice, colorful graphics, animations, still-photo images, and moving video. At its best, hypermedia supplies a totally involving experience under direct control of the user. Hypermedia's radical moves takes some slick tricks. Data, whatever its form, is organized into nodes. Instead of a rigid, linear structure, a nearly endless number and variety of links between the nodes may be created. Each bit of knowledge, or node, can be arrived at from many points. There are no set paths in a hypermedia application. Users are free to traverse the network of nodes according to their needs and interests. They make the what next? decisions. Creative and unexpected uses of the information occur naturally because each person's associations, and therefore journeys through the links, are unique. This free-form learning process distinguishes hypermedia educational applications from ordinary courseware. It was a vision of education, in fact, that Ted Nelson saw as he formalized the concepts underlying hypermedia. His ultimate goal-a world database of knowledge easily accessible to all. N Hardware is No Problem Pulling off hypermedia magic requires some hardware muscle, but not necessarily Herculean amounts. Every major microcomputer-Apple IIe and up, Macintosh, Amiga, IBM PS/2 models, Tandy and other DOS based compatibles-can run hypermedia programs. But a good thing can be made better. Interfacing to a videodisc or videotape player adds a whole new dimension. Genlock cards, which allow computers to synchronize with video signals, boost hypermedia's motion-video capabilities dramatically. Speech-synthesis cards give an application its voice. A set of speakers does much for the overall sound, and a touchscreen provides yet another intuitive component to the interface. Since sound and graphics files are typically quite large, hypermedia applications are often distributed on CD-ROM. A CD-ROM drive may be required for some products. * Strengths At least one hypermedia authoring package exists for every type of microcomputer. Applications are a small, but increasing, population, with online help systems emerging as a major subgroup. Online help typifies just in time (JIT) learning, one of hypermedia's strengths. Users of modem software and hardware must continually assimilate new procedures and information. Hypermedia's web-like structure particularly suits this highly focused need-to-know-now scenario. Expect to see more attention given to this subgroup from administrators, educators and business people. Authoring programs for hypermedia-based applications are similar to courseware authoring systems. Both types are construction kits. Systems for courseware, however, generally create tree-structured lessons that channel students' direction, while hypermedia authoring packages let teachers build open-ended knowledge bases that encourage multiple directions. Since students choose their own way to navigate through the information, every learning experience is different. * On the Macintosh HyperCard for the Macintosh is the most well-known hypermedia authoring system. Its applications, called stacks or stackware, utilize index cards and buttons as metaphors for data and actions, respectively. Buttons also provide the links to jump from place to place within a stack or to other stacks. …" @default.
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• W181981254 title "Hypermedia: Practical Platforms Emerge" @default.
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