Type of Document Dissertation Author Yang, Chia-Shing URN etd-06062008-170327 Title Theories, templates, and tools for designing and developing instructional hypermedia systems Degree PhD Department Curriculum and Instruction Advisory Committee
Advisor Name Title Moore, D. Michael Committee Chair Burton, John K. Committee Member Holmes, Glen A. Committee Member Magliaro, Susan G. Committee Member Taylor, C. David Committee Member Keywords
- Instructional systems
Date of Defense 1994-10-05 Availability restricted AbstractIn recent years, hypermedia has been widely adopted in education. It is extolled as a highlighted medium for the coming educational reform. Although many practitioners as well as theorists support the adoption of hypermedia in instruction, some negative effects have been reported. There is not much "instruction" in most existing hypermedia systems. Also, most hypermedia courseware designs are based on the capabilities of technology, not on instructional theories or research findings.
Another issue related to the adoption of hypermedia in instruction is the exclusion of teachers in the courseware production process. Hypermedia is much more complex than traditional computer-based learning materials. A school teacher without a strong technology background has a great deal of difficulty in producing such a complex learning system. Courseware production also demands more time, cost, and effort than a school teacher can afford.
In this study, the author explored the principles and theories relevant to the design of effective hypermedia courseware. A courseware template was constructed to exemplify the design of a complete instruction. A project template based on an instructional design model and software engineering principles was proposed to manage hypermedia production more effectively and efficiently. The author also developed a set of courseware tools to decrease the technical skill requirements and to facilitate the coordination of a production team.
These templates and tools were implemented and refined in a hypermedia production project. This project produced a courseware unit in a context with rather limited time, cost, and effort. This courseware product had also been tested in a real classroom setting. Feedback was positive and new units are under construction. The successful completion of this courseware project verified the usefulness of these templates and tools.
Reflections on the development and implementation of these templates and tools are discussed. Future work based on this study is suggested. The author expects that adopting and adapting hypennedia for education will contribute to the realization of more democratic and scientific instruction. Directly or indirectly, such instruction will help us to establish a more desirable society.
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