This most unusual book results from the NATO Advanced Research Work shop, "Designing Hypertext/Hypermedia for Learning", held in Rottenburg am Neckar, FRO, from July 3-8, 1989. The idea for the workshop resulted from the burgeoning interest in hypertext combined with the frustrating lack of literature on leaming applications for hypertext. There was little evidence in 1988 that hypertext could successfully support learning out comes. A few projects were investigating hypertext for learning, but few conclusions were available and little if any advice on how to design hyper text for learning applications was available. Could hypertext support learning objectives? What mental processing requirements are unique to learning outcomes? How would the processing requirements of learning outcomes interact with unique user processing requirements of browsing and constructing hypertext? Should hypertext information bases be restruc tured to accommodate learning outcomes? Should the user interface be manipulated in order to support the task functionality of learning outcomes? Does the hypertext structure reflect the intellectual requirements of learning outcomes? What kinds of learning-oriented hypertext systems were being developed and what kinds of assumptions were these systems making? These and other questions demonstrated the need for this workshop. The workshop included presentations, hardware demonstrations, sharing and browsing of hypertexts, and much discussion about all of the above. These were the experiences that you, the reader of this book, unfortunately did not experience.

Hypermedia and multimedia have penetrated the world of computer games, Internet, and CD-ROM based reference manuals. However, the fields of education, schooling, and training ask more specific benefits from them. This book provides practical approaches to transform these media into learning tools. Crucial helping steps include the migration from expository to exploratory learning strategies, the integration of collaborative learning practices in plenary and individualistic teaching styles, and the evolution from test-driven to experience-oriented training. This volume has three goals: * to discuss the concepts of hypermedia, multimedia, and hypertext and review pertinent research lines; * to provide guidelines and suggestions for developing multimedia applications; and * to place technology within a broader context of education and training through a discussion of rich environments for active learning (REALs). The book takes a developmental focus to helpf readers set up and manage the process of developing a multimedia application. It is not a technical or a how-to manual on working with video, sound, digitized graphics, or computer code. The text takes a unique approach to the idea of media-- viewing media as delivery systems: if video is called for, use it; if sound will help in an application, use it. The fundamental guidelines presented here are usually not media specific. Media works only within the strategies with which they are used. Aimed at practitioners--people who teach about or develop multimedia and hypermedia applications--this volume carefully examines the main components and issues in developing applications. It provides suggestions and heuristics for sound, fundamental design processes.

Adaptive hypermedia listening software enables materials writers to combine and deliver a wide range of digital elements on the same digital computer platform more efficiently. Such a combination and delivery provides a multidimensional, multi-sensory digital environment in which rich, efficient, instant, comprehensible, optimum, and meaningful input and feedback can be presented effectively and efficiently. Moreover, language learners’ attention can be drawn to forms and meanings in input. Such aspects correspond with different theories and hypotheses of language learning and teaching. This presents users/learners with an environment that is easy to use, tension-free, and optimal during self-study. However, to be able to design and develop cost effective and professional adaptive hypermedia listening software, there are certain scientific educational findings and implications that need to be implemented at every single stage. To have access to such vital findings is not so easy, and research must address this area. Design Solutions for Adaptive Hypermedia Listening Software explores how to design and create technically and pedagogically sound and efficient interactive adaptive hypermedia listening software for language learners in any language. The chapters will cover learner strategy tools, the effectiveness of this technology, best practices in adaptive hypermedia listening software, and the benefits and challenges of this technology for language learning. It is ideal for companies, institutions, teachers, policymakers, academicians, researchers, advanced-level students, technology developers, and decision-making pertinent government officials interested in designing and developing multimedia listening environments for language learners.

With this concise book, you’ll learn the art of building hypermedia APIs that don’t simply run on the Web, but that actually exist in the Web. You’ll start with the general principles and technologies behind this architectural approach, and then dive hands-on into three fully-functional API examples. Too many APIs rely on concepts rooted in desktop and local area network patterns that don’t scale well—costly solutions that are difficult to maintain over time. This book shows system architects and web developers how to design and implement human- and machine-readable web services that remain stable and flexible as they scale. Learn the H-Factors for representing application metadata across all media types and formats Understand the four basic design elements for authoring hypermedia types Convert a simple read-only XML-based media type into a successful API design Examine the challenges and advantages of designing a hypermedia type with JSON Use HTML5’s rich set of hypermedia controls in the API design process Learn the details of documenting, publishing, and registering media type designs and link-relation types

This book is based on the NATO Advanced Research Workshop on Structures of Com munication and Intelligent Help for Hypermedia Courseware, which was held at Espinho, Portugal, April 19-24, 1990. The texts included here should not be regarded as untouched proceedings of this meeting, but as the result of the reflections which took place there and which led the authors to revise their texts in that light. The Espinho ARW was itself to some extent the continuation of the ARW on Designing Hypermedia/Hypertext for Learning, held in Germany in 1989 (D. H. Jonassen, H. Mandl (eds.): Designing Hypermedia for Learning. NATO ASI Series F, Vol. 67. Springer 1990). At that meeting an essential conclusion becarne apparent: the importance and interest of hyper media products as potential pedagogical tools. It was then already predictable that the enormous evolution of hypermedia would lead to its association with multimedia technologies, namely for the production of courseware. Parallel to the improvement of the didactic potential and quality which results from this association, it nevertheless brought along a natural array of difficulties, some old, some new, in the con ception and use of hypermedia products. Today there is agreement that one of the most promising technological advances for education is represented by the use of text, sound and images based on nonlinear techniques of information handling and searching of hypermedia architectures. The problem of hypermedia is fundamentally one of communication; this leads to an attempt at defining a language for hypermedia.