Lesson 15

UNDERSTANDING HYPERMEDIA

          From the Educational Technology I course, the student has already become aware of multimedia or an 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 in a virtual learning environment. Most Educational IT application is hypermedia and these include:

     

●         Tutorial Software Packages

●         Knowledge Webpage’s

●         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.

   

Characteristics of Hypermedia Applications

          There are two important features that are outstanding among other features that characterize the hypermedia software:     

1.      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.

                          

2.     Learner 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. They 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.