Learning by Hypermedia Design: issues of Assessment and Implementation

摘要: Educational research emphasizing constructivist perspectives and the role of integrated technologies is converging on value students actively designing knowledge, particularly in context media presentations for real audiences. To date, little documented progress has been made this area because significant assessment problems involved evaluating complex high-level skills across large groups engaged a wide range activities over long period time. We have used cognitive techniques to develop model design that embedded into curriculum two qualitatively different hypermedia learning environments. The also as basis assessments aimed at documenting amount exposure actually get, conceptual understanding they develop, extent which can use their novel contexts. Common results from both sites suppor...