By Rainer Bromme, Elmar Stahl
As soon as the elemental notion of hypertext had unfold speedily during the international through the net, the reception of hypertexts quickly grew to become topic of empirical learn between psychologists, cognitive scientists, and academic researchers. As effortless to exploit software program for the writing of hypertexts (HTML editors) is now extensively to be had, there are not any longer any technical stumbling blocks for using hypertext construction in instructing and studying. This e-book provides and analyses the educational results that may be expected from the construction of hypertexts. It contains laboratory experiments, reviews at the creation of hypertexts within the context of academic associations, and reviews on software program environments designed for the construction of hypertext. It contains theoretical, empirically and developmentally orientated contributions. the 1st 3 chapters hyperlink up at once with learn on conventional writing whereas addressing points of the interplay among content material and rhetoric in the course of hypertext writing. the subsequent 3 chapters specialize in cooperative studying of scholars in and during the creation of hypertexts. the subsequent chapters examine new technological percentages, specifically, a software program surroundings for reworking textbooks into custom-made hypertexts and the layout of hypervideos. the ultimate bankruptcy discusses power equipment for additional study.
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Extra info for Writing Hypertext and Learning (Advances in Learning and Instruction)
From linear to hypertext writing. 4: Transfer from linear writing to hypertext writing. Significance of correlations between cognitive activities during linear writing tasks and the quality of the resulting argumentation scheme in hypertext writing tasks. 5, we present the significance of correlations between cognitive activities in one task, and the effect on the products resulting from the "mirrored" task. 4, we see that Analysis is an effective cognitive activity in linear writing, with two positive results: it enhances the quality of linear texts, and shows a positive transfer effect on the quality of hypertexts.
Because they don't extend their hands. Extend their hands. Reads task Analyzes standpoint Reads scheme And they don't pay attention to the red lights. Further, drivers are acting if they own the streets because they park on footpath and cycle path. Further, drivers are acting if they own the streets because they park on footpath and cycle path. And then the standpoint. Thus, being a road-user is getting more dangerous. Thus, being a road-user is getting more dangerous. Oke. 6: Example thinking-aloud protocol (traffic, linearization task).
E. to establish which cognitive activities performed by secondary students are closely linked to higher end quality in linear and hypertext writing. This analysis may help us to detect the qualitative relationship between the two ways of writing, and the extent to which hypertext writing facilitates or hinders the development of linear writing, and vice versa. It usually takes considerable time and effort for students to build up some expertise in the writing of linear texts. Similarly, it takes a long while to develop from an associative writer (as described in Bereiter and Scardamalia's "knowledge telling" model) into a writer who is able to restructure, build and convey knowledge during the writing process (Bereiter and Scardamalia's "knowledge transforming" model, 1987).