Jameson (1999) Student Hypermedia Composition: IFETS Discussion Forum 1999

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Student Hypermedia Composition: IFETS Discussion Forum 1999

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CONTRIBUTORS:

Author:

Jameson, J (University of Greenwich)

CONFERENCE NAME:

IFETS Discussion Forum on Student Hypermedia Composition

CONF. LOCATION:

Online international

CONFERENCE YEAR:

1999

PUB TYPE:

Conference Presentation

SUBJECT(S):

e-learning, hypermedia, student hypermedia composition, computers in education, student independent design.

DISCIPLINE:

Education

HTTP:

http://ifets.ieee.org/past_archives/archiv_260899_250200/0539.html

LANGUAGE:

English

PUB ID:

103-444-855 (Last edited on 2010/02/20 04:19:53 US/Mountain)

SPONSOR(S):

ABSTRACT:
The IFETS Discussion Forum on Student Hypermedia Composition commenced on 29th Nov 1999 and was prompted by the idea that developing students' own hypermedia authoring skills, using software which is relatively easy to learn, can be a productive enterprise, particularly at a time when an
increasing global emphasis on online multimedia literacy makes it perhaps ever more important that students in general across the curriculum are able to write and analyse in digital media. Selected questions posed to the forum were:

* Questions for the Forum
One of the debates encompassed by the recent IFETS discussion on programming is: to what extent is there a value in enabling students to use 'point and click' authoring programs (Belzano, 1999, IFETS
discussion, 1999, 13th Sept)?

Do applications like HyperStudio have too low a ceiling of learning for students to benefit from their use
(Belzano 1999)? Or - is the main issue the idea that icon-driven 'point and click' authoring environments 'put the control of the student's learning environment into the student's hands', by enabling 'ownership of the learning'? Is this 'what makes these technologies powerful'
(Nanlohy 1999, IFETS discussion, 18th Sept)'?

Can user-friendly hypermedia applications be applied, thoughtfully, to encourage students to develop skills of authoring and critical analysis in digital media, equipping them for the major changes in on-line virtual learning currently occurring, or do they encourage a bland
superficiality?

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