In class:
Powerpoint from Class |
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Required Readings:
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Zumbach, J., Reimann, P., & Koch, S. (2001). Influence
of passive versus active information access to hypertextual information
resources on cognitive and emotional parameters. Journal of
Educational Computing Research, 25(3), 301-318. (Download) |
PLUS One of the following four (chose
one that interests you, and be prepared to talk about it):
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Brinkerhoff, J.D., Klein, J.D., & Koroghlanian,
C.M. (2001). Effects of overviews and computer experience
on learning from hypertext. Journal of Educational Computing
Research, 25(4), 427-440. (Download) |
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Dee-Lucas, D. (1996). Effects of overview structure
on study strategies and text representations for instructional hypertext.
In J.-F. Rouet, J.J. Levonen, A. Dillon, & R.J. Spiro (Eds.)
Hypertext and Cognition (pp 73-107). Lawrence Erlbaum: Mahwah, NJ.
(Download) |
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Ford, N., & Chen, S.Y. (2000). Individual
differences, hypermedia navigation, and learning: an empirical study.
Journal of Educational Multimedia and Hypermedia, 9(4), 281-311.
(Download) |
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Lawless, K., & Kulikowich, J.M. (1998). Domain
knowledge, interest, and hypertext navigation: A study of individual
differences. Journal of Educational Multimedia and Hypermedia, 7(1),
51-69.(Download) |
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Liu, M., Bera, S., Corliss, S.B., Svinicki,
M.D., & Beth, A.D. (2004). Understanding the connection between cognitive tool use and
cognitive processes as used by sixth graders in a problem-based hypermedia
learning environmnet. Journal of Educational Computing Research,
31(3), 309-334. (Download) |
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Dünsker, A., & Jirasko, M. (2005). Interaction
of hypertext forms and global versus sequental learning styles. Journal
of Educational Computing Research, 32(1), 79-91. (Download) |
Homework:
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Reminder: All work for the class is to be turned
in electronically so that others in the class may access your work.
Put it on your web-page, on the e-groups, or whichever way you can
make your work publicly visible. Assignments due next Wed
at 11:59 pm. |
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Chose OPTION 1 or OPTION 2 below
OPTION 1: Create a piece of non-linear fiction (maybe reading
Joyce here will help, maybe not). This might be easier if you have
the ability to make web-pages, but a powerpoint could work, as
well as paper text (like the old 'chose your own adventure stories').
The goal is to create something that makes the reader make choices,
is non-trivial (more than a page or 2, or just 1 choice or two).
Examples from the web include: Lasting
Image and Simple
Harmonic Motion Or, Josephine Baker in the Time Capsule .
Some awesome examples from CEP909 students include: Older
and Far Away, and Night Swim
Submit your work, and submit a short reflection on the process
of non-linear writing and what you tried to accomplish.
OPTION 2: Find a victim, and use a sorting task. Like we did in
class, your job is to pick a domain to study, devise items to sort
that might measure knowledge about the domain, try it on a victim,
record their sorting and strategy. Write up all the above, and
a short analysis of what you found out about your victim's knowledge
of the topic.
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GROUP HOMEWORK: To be determined soon.
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Reminder: Look at some other
students work BEFORE you get to class on Thursday. Be prepared to
talk about one other student's theory of mind in depth that you found
particularly interesting or worth discussing. |
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PDFUser !pdf_user_F05! cep9091234 |
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