Table Of ContentMultimedia and Megachange:
New Roles
for
Educational Computing
Multimedia and Megachange:
New Roles
for
Educational Computing
w.
Michael Reed
John K. Burton
Min Lin
Editors
o
~Y~~F~~:~~oup
BocaRaton London NewYork
CRCPressisanimprintofthe
Taylor&FrancisGroup,aninformabusiness
MultimediaandJ'Iegachange:NewRoles/orEducationalComputinghasalsobeenpublishedas
ComputersintheSchools,Volume10,Numbers112and3/4,1994.
©1995byTaylor&FrancisGroup,LLC
CRCPressisan imprintofTaylor&FrancisGroup,an Informabusiness
Allrightsreserved.Nopartofthisworkmaybereproducedorutilizedinanyfonnorbyany
means,electronicormechanical,includingphotocopying,microfilmandrecording,orbyany
informationstorageandretrievalsystem,withoutpermissioninwritingfromthepublisher.
Printedin theUnitedStatesofAmerica.
Reprinted 2009byCRCPress
Thedevelopment,preparation,andpublicationofthisworkhasbeenundertakenwithgreatcare.
However,thepublisher,employees,editors,andagentsofTheHaworthPressandallimprintsof
TheHaworthPress,Inc.,includingtheHaworthMedicalPressandPhannaceuticalProductsPress,
arenotresponsibleforanyerrorscontainedhereinorforconsequencesthatmayensuefromuseof
materialsorinfonnationcontainedinthiswork.Opinionsexpressedbytheauthor(s)arenotneces
sarilythoseofTheHaworthPress,Inc.
LibraryofCongressCataloglng-In-PubllcationData
Multimediaandmegachange:newrolesforeducationalcomputing/W.MichaelReed,JohnK.
Burton,MinLiu,editors.
p.cm,
"Has alsobeenpublishedasComputersintheschools,volume10,numbers112and3/4,
1994"-T.p.verso.
Includesbibliographicalreferences.
ISBN1-56024-693-6(acid-freepaper)
I.Computer-assistedinstruction.2.Interactivemultimedia.I.Reed,W.Michael.II.Burton,
JohnK.Ill.Liu,Min.
LB1028.5.M841994
371.3'34-dc20 94-40532
elP
Multimedia and Megacbange:
New Roles
for
Educational Computing
Contents
INTRODUCTION
Multimedia and Megachange D.LaA1ontJohnson 1
THEORETICAL/CONCEPTUAL
The Parableof the Expensive BallpointPen (Revisited):
Implications for Hypermedia DavidM. Moore 3
The Foundations ofHypermedia: Concepts and History 9
RobertJ.Myers
John K. Burton
Introduction 9
Additional Terminology 10
History 11
Hypertext/Hypermedia Systems 14
Designand Implementation IssuesandConsiderations 15
HypermediainEducation 17
RESEARCH
Multimedia, Hypermedia,and the CultureofSchooling 21
Cleborne D. Maddux
The Comparative Effects of BASIC Programming
versus HyperCard Programmingon Problem Solving,
Computer Anxiety,and Performance 27
»Z MichaelReed
Min Liu
Research Framework 27
PurposeofStudy and Research Questions 30
Design ofthe Study 30
Results 33
Discussion 35
Implications 38
Hypermedia in Teacher Education: Development
ofCourseSupport Materials GailE.Fitzgerald 47
TheStages ofLearning Model Applied to Hypermedia
Design 48
Development ofthe HypermediaInstructional Materials 50
Hypermediafor Acquisition Goals 51
Summary 65
Decisions inInferentialStatisticswithHyperCard:
Design and Field Test LeahP. Mceo)' 69
Design 70
Methods 74
Results 74
Conclusions 75
CooperativeHypermedia: The Marriage
ofCollaborative Writingand Mediated Environments 79
Curtis J. Bonk
Padma \!: Medury
Thomas H. Reynolds
Introduction 79
Initial Statementon Computer-Based WritingTools 80
ProcessSupport 82
Tool Support 87
WeddingPlans 96
Conclusions 106
AStudy of the Effectiveness ofComputer-Based
Simulations in TeachingComputerArchitecture 125
AnetteM. DeNardo
Anthon)'s. Pyzdrowski
Introduction 125
Review ofthe Literature 126
Purpose ofthe Study 127
Research Questions 127
Design ofthe Study 128
Results 133
Discussion 136
Conclusions 138
AComparison ofthe Language FeaturesofBASIC
and HyperCard MaryJ.Hen')' 141
Thomas llZ Southerly
BAS~ 142
HyperCard 144
Similarities andDifferences 148
Case Study 150
Conclusion 151
Novice Linking in Hypermedia-Based Instructional
Systems Stephen ~ Harmon ISS
Sharon H. Dinsmore
Introduction 155
Methodology 157
Results 160
General Conclusions 166
UsingHypermedia to AssistLanguage Minority
Learners in AchievingAcademicSuccess 171
DavidB. Palumbo
AndreaB.Bermudez
Hypermediaasa Presentation System 172
HypermediaasKnowledge Representation 173
HypermediaasKnowledge Construction 174
Creating Hypermedia-Based Individualized
Learning Environments 176
Hypermedia's Potentialfor Language Minority Learners 180
Summary andConclusions 185
Promoting Learning Through Hypermedia: Local
versus Global Interfaces William M. Lid~'ell 189
DavidB. Palumbo
Thomas Troutman
Introduction 189
Method 191
Results 192
Discussion 193
Conclusion 195
The Structural Communication Methodologyas a Means
ofTeaching George Orwell'sAnimalFarm:
Paperand Computer-Based Instruction 199
AlexRomiszowski
AndrewAbrahamson
Components of Structural Communication 200
Research on Structural Communication 201
Structural Communicationand AnimalFarm 202
ComputerBased Implementation ofStructural
Communication Units 209
AnimalFarminHyperCard: Some Problems 216
Conclusion 224
Learning by Designing Hypermedia Documents 227
RichardLehrer
JulieErickson
Tim Connell
The Instructional Model 228
Method 233
Results 240
Discussion 248
APPLIED
Enhancinga Multicultural ProgramThrough
HyperText Links Martha Irwin 2SS
MargaretA.Moore
JudyStevenson
A. Overview ofMulticultural Links 257
B. Description ofthe Multicultural Literacy Project 257
c.NeedforHypertext Materials toEnhancetheReading
andWritingProgram 261
D.Description oftheComponents ofMulticultural Links 262
E.ImplicationsofUsingHypertextMaterialstoSupport
Curricula 274
The TopFive Reasons Notto UseMultimedia 281
RayBraswell
1.TheDollarFactor 281
2.Just Enoughto BeDangerousSyndrome 282
3.TheHolyGrailSyndrome 283
4.YouDon'tNeedMuchTime 283
5.ThePurposeBehindRepurposing 284
Enhancing Hypermedia Through the UseofTemplates 285
PeterE.Smith
Templates 286
Advantages ofTemplates 287
UsingTemplates inaSchool 287
AdditionalTrainingBenefitsofTemplates 290
Disadvantages ofTemplates 290
Conclusions 290
Hypermedia AssistedInstructionand Second Language
Learning: ASemantic-Network-Based Approach 293
MinLiu
Introduction 293
Advantages andLimitations ofHypermedia 294
TheoreticalAssumptions ofaSemantic-Network-Based
HypermediaLearningEnvironment 296
HypermediaandSemanticNetworks 300
Semantic-Network-BasedHypermediaLearning
Environment andSecondLanguage Learning 302
Conclusion 310
