From Cognitive Maps to Hypervideo: Supporting Flexible and Rich Learner-Centred
Environments
Nuno
Guimarães, University of Lisbon, Portugal
Teresa
Chambel, University of Lisbon, Portugal
José Bidarra, Universidade
Aberta, Lisbon, Portugal
Abstract
This paper
discusses the creation of rich learning environments, based on the expression
of knowledge structures through cognitive mapping tools and its integration
with rich information spaces, namely based on hypervideo support. The
paper introduces a background of cognitive and pedagogical or learning
models that suggest the use of knowledge mapping tools and the support
for different cognitive modes and learning styles. The power of video
information, together with the exploration of non-linear access and navigation,
is then presented. Experiences in both dimensions of the approach are
presented.
1. Introduction
Current
challenges in the educational settings are often related to changes in
how the learning experience is delivered, in who is delivering the learning
experience, and in the role of the learner as a member of a broader population.
Radical changes have already taken place in the latter, and it is fair
to say that new pedagogical approaches are needed to cope with the arrival
of a new generation of potential students, those whom we can describe
as the "play generation" rather than the "drill generation."
Digital technology is being increasingly used to create new learning artefacts. At the heart of this technology is the "systems" perspective, as proposed by Davenport (1997). Input and output devices serve as surrogate extensions of our senses, providing connectivity to the world. Computers and networks bear some correspondence to our brains and nervous systems. The learner's involvement becomes active and conversational, rather than passive, and it leads to the co-construction of meaning.
How should we integrate learning activities with hypermedia artefacts? What are the actual cognitive and affective strengths of hypermedia? How do we design for this medium? Much has been said about the potential for interactive learning that is sustained by the "right" design of hypermedia in systems such as the World Wide Web. Indeed, the human mind seems to work like the World Wide Web, in a dynamic, creative, fractal and unpredictable way. But when designers attempt to support the user, options are often unengaging and ineffective. An adequate use of the experiential and reflective modes (Norman, 1993) that should support such design efforts is not attained by the users/learners.
Once an author or designer abandons the notion of total control over the learning material and, instead, engages the audience in a process of co-construction, he discovers that a more fundamental question surfaces: can the learning material become organic, adaptive, and generative? Perhaps because mental schemes are so important for us, and so necessary for orderly interaction with others, people are very reluctant to change them. So, we argue that in the design of multimedia materials, the accommodation of different individual cognitive preferences becomes an important factor for the success of the learning environment.
The problem we want to address can be summarized as follows:
How do we integrate interaction processes, authoring approaches and rich elements of hypermedia information in order to improve the effectiveness of a learner centred educational environment?
As explained below, our proposal includes the creation of a flexible interaction environment, coupled with a cognitive mapping approach to allow authors to externalize and share knowledge structures, and flexible hypervideo mechanisms that integrate rich media with the former structures.
The UNIBASE project (Chambel et al., 1998, Bidarra et al., 2000), a background to the work presented here, aims to explore and develop the application of innovative hypermedia artefacts. This paper reflects the work carried out in the project.
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