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• W87904917 abstract "Hypergraphics: Classroom of the Future The self-learning approach has been used for most of the practical research in, and applications of, computer-based training. That approach, which has been favored even for interactive video, entails a one-on-one interaction between student and computer. Thus it is not only capital-intensive (requiring one computer per student) but also demands that students be self-motivated enough to work on their own. There is an alternative: Computer technology can be used within the existing classroom environment to support rather supplant the instructor. One such application of the technology is now being implemented in schools and corporate training facilities throughout the country. It is called Hypergraphics--The Classroom of the Future. Hypergraphics uses the capabilities of computer technology to implement the key features of effective classroom instruction. Thus, before we explore Hypergraphics in detail, we should briefly examine the key characteristics of classroom instruction. What Works and What Doesn't From time to time, we are all condemned to sit through interminable lectures that induce near-terminal boredom. During those torpid times, our minds wander and we acquire little from the presentation except mental numbness. Even with good lectures that use effective graphic overhead transparencies and other aids, our attentiveness drops after 20 minutes or so. We can all attest that time-efficient the lecture may be, but learning-effective it is not. All the same, because a lecture presentation allows the instructor to deliver a maximum of information in a minimum of time, lecturing is the predominant form of instruction. True, a presentation may catch fire when the instructor jumps from the lecture groove and launches on a question-and-answer session, or opens the topic to classroom discussion. But the fire is easily dampened if a few students blanket the discussion or if many students sit back rather than take part in stoking the fire. Moreover, discussion or question-and-answer techniques take far more time to present and cover a given amount of information. The instructor must also have an expert's skill in moving the flow of information in the required direction and ensuring the participation of everyone. We know from our experiences as both students and instructors that the key to any learning situation is a high level of audience attentiveness. To maximize attentiveness is to maximize how much is learnt and how much is retained. Ideally, that would be done in a way both inexpensive and quick. We need visually interesting materials that are effective in presenting concepts, and also some way to keep each student actively learning. Additional factors that enhance student attention include smooth, well-organized presentations, and superlative questioning techniques. All the factors mentioned can be supported by computer technology. Eye-catching graphics can be generated by computer and further enhanced by animation. Participation can be maximized by constantly getting the student to answer questions. A presentation can be exceptionally well-organized in terms of sequence and branching, and can come loaded and ready with precisely prepared questions, because the computer can be programmed beforehand. That is what the Hypergraphics system--its hardware and software--has been designed to do. The Components The hardware, illustrated in Figure 1, consists of a PC-compatible, an overhead projector with an LCD projection panel, an instructor's remote-control device, and provision for responses from each student. The software assists the instructor in delivering the lesson material. The material is presented a step at a time, via the overhead projector. The instructor can move to any part of the material in any direction. In addition, the students are tested on the subject-matter of the presentation. …" @default.
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• W87904917 title "Hypergraphics: “The classroom of the future”" @default.
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