Creating a Hypertext Learning EnvironmentIn this conceptual theory paper, I will be using the Cognitive Flexibility (CF) Theory as one approach to creating a ‘Hypertext Learning Environment,’ in the "Countdown To SupercomputingÒ - Online" website, that will help learners learn, retain, and recall complex information as well as utilize it in ways other than the originally presented fashion. CF theory claims that revisiting information several times in varied ways will help the learner master the complexity of the information and utilize it in ways other than just the way presented. This ‘mastery’ of information may make the hypertext environment presentation utilizing CF theory, superior to some other forms of learning. I will be using a combination of learning theories in various hypertext designs, to stimulate different types of learning. In the end, the learners will be able to manipulate their understanding of the information into many different sets of knowledge, as well as use prior knowledge to create even more complex sets of knowledge.
The Project The "Countdown To SupercomputingÒ - Online" website is being used to prototype the different areas (shown in Table 1), apply different learning theories (shown in Table 3) to different hypertext designs (shown in Table 4), as well as distributing the final deliverables with different components (shown in Table 5), while using different components of hypertext environments (shown in Table 6), to promote different types of learning (shown in Table 7).
Countdown To Supercomputing® - Online: The University of New Mexico (UNM) is supporting building infrastructure in the US Native American (American Indian) communities as part of the Alliance effort in Education, Outreach & Training (EOT) through the Women and Minority Programs. The Albuquerque High Performance Computing Center (AHPCC) is also participating and supporting the American Indian Higher Education Consortiums’ (AIHEC) Strategic Technology Plan to design, to build consensus, and to seek funding for significant technology development and deployment at AIHEC Tribal Colleges. This is being accomplished in the K-12 Educational Curriculum Development area through an EOT PACI program;
Countdown Activities The current activities within the countdown program include working with the existing high school student curricula, creating teacher technology modules, and providing ISD formatted instructor manuals.
Countdown Sitemap The sitemap shows the three areas of instruction, the different types of online technologies that will be used, and the different types of online presentations that will be implemented.
Table 1: Sitemap
The Countdown Flowchart The Countdown Flowchart shows that a learner can utilize any of the modules, yet it is designed to start with the 'Supercomputing Basics,' once you have mastered that, then on to 'Conducting Research' and once you have mastered that, then on to 'Fractals Everywhere,' and once you have mastered that, then on to 'Virtual Worlds', and on to the 'Virtual Laboratories.' The last five modules have a presentation method that suggests using the 'Virtual Science Fair' model.
Table 2: Flowchart
Cognitive Flexibility Theory The different types of beliefs/methods/theories that could be applied to these different areas shown in the sitemap are being put to use and tested in the site. (See Table 3 for the various types of beliefs, theories, & methods) The 'Epistemic Beliefs' show xxxxxx and could be used in the 'Online Help Desk' area, to show rote memorization & recall. The 'Situated Action Theory' shows xxxxxx and could be used in the 'Teachers Lesson Plan' area, to show measured & assessed learning. The 'Cognitive Flexibility Theory' implies that 'revisiting the same material, at different times, in rearranged contexts, for different purposes, and from different conceptual perspectives' and could be used in the Instructors CBT's area, to show advanced knowledge acquisition. The 'Cognitive Apprenticeship method' shows 'a way to learn information and then recall it in different ways to create new ways of understanding the information' and could be used in the 'Student Manuals' area, to also show advanced knowledge acquisition.
Table 3: Types of Beliefs/Methods/Theories
Cognitive Flexibility Theory suggests that "complex knowledge may be better learned for flexible application in new contexts by employing case-based learning environments that include features such as: a) use of multiple knowledge representations, b) link abstract concepts in cases to depict knowledge-in-use, c) demonstrate the conceptual interconnectedness or web-like nature of complex knowledge, d) emphasize knowledge assembly rather than reproductive memory, e) introduce both conceptual complexity and domain complexity early, f) promote active student learning." Cognitive Flexibility Theory "claims that revisiting the same material, at different times, in rearranged contexts, for different purposes, and from different conceptual perspectives is essential for attaining the goals of advanced knowledge acquisition." (Spiro, R.J., Feltovich, P.J., Jacobsen, M.J., & Coulson, R.L., 1992) Using case-based hypertext design is only one of many different types of hypertext designs that can use CF theory. Although case-based design is proposed, I will be using multiple types of design features in each area, such as the ones shown in Table 4.
Table 4: Types of Hypertext Designs
The "use of multiple knowledge representations" feature will be highlighted with the three different types of online presentations planned on being used; Slide Show, Self-paced Instruction Set, and a Self-running Demo. The 'Slide Show' could be a PowerPoint presentation that can be used by a facilitator. The ' Self-paced Instruction Set' can be used by Teachers to help model the class and lay out activities that the learners can use to actively do and be measured. This presentation set also helps 'promote active student learning.' The ' Self-running Demo' can not only be used as a presentation for the above users, but also as a promotional presentation used in Science Fairs and conferences. The " link abstract concepts in cases to depict knowledge-in-use " feature is also depicted in the various types of online presentations planned on being used: Intro to SC – Virtual Tours; Research Techniques – Virtual Science Fairs; Internet/WWW – Supercomputing Portal; Fractals – Virtual Fractal Art Show; Virtual Reality – VRML Worlds; and Environmental Supercomputing – Virtual Laboratories. By completing the lessons and showing the information in real world ways, such as tours, fairs, shows, and labs, the learner will use the same information learned from gaining the knowledge in a different way from the way learned. The "demonstrate the conceptual interconnectedness or web-like nature of complex knowledge" feature will be highlighted by presenting this knowledge using hypertext links to different areas of research. The links go directly to other sites, that are updated and maintained by each site, so the maintenance can be either ignored or kept up. By learning about these different types of technologies and applications, the learner will be adding to their knowledge, and working off of previously learned technologies. That is why the program is called "Countdown To Supercomputing." A learner can't just jump to the last module and start learning about 'Environmental Supercomputing.' The previous knowledge required to succeed in this module depends on 'mastery' of the previous modules. The "emphasize knowledge assembly rather than reproductive memory" feature is also highlighted by learning about different types of technologies and applications. Within each module, a goal is meant to be achieved, such as '…by presenting a Virtual Science Fair,' as used in the "Research Techniques" module. To get to this ultimate goal for the module, the learner needs to follow a set of terminal objectives in a set of activities, that leads to an assembly of knowledge in conducting, researching & presenting Research Techniques. The "introduce both conceptual complexity and domain complexity early" feature will be highlighted in the first module, "Introduction to Supercomputing." In this module, the interrelationship of all of the 'instruction sets' will be presented in various forms and through different activities. The weaving of technologies & research and relevancy of the use of different technologies will be introduced through 'Virtual Tours' of Supercomputing Centers from across the world. Since the modules are aimed at the Native American population, relevancy is most important. On the reservations and at tribal schools, any type of technology is rare. So making the instruction relevant to the learners is important, so that they can see how the knowledge can be used. The modules are a great answer for teaching technology, but just making them available, by distributing through the an Internet website, isn't the only way. If it was a simple as that, as for most urban schools, then the rural schools would be able to participate in the technology available today. But it isn't that simple. I am a proud member of the Navajo Tribe. Our reservation is located in NM, AZ, CO, & UT and is about 4 hours by 6 hours across (driving fast) and has lots of different telecommunication technologies on it. The big problem, they are not working collaboratively together to get all of us connected. So getting an account on the Internet is one step, but then it isn’t that simple to get too. There are no Internet Service Providers (ISPs) on the reservation, so we have to call off the reservation (usually a long distance call) to get to the account. So costs skyrocket and for a whole school, that is tremendous. So infrastructure is on the mind of all Natives living in rural reservations and even Natives living in rural areas, since their relatives that live on the reservations would be whom they would most like to communicate with. The modules definitely have to be customized or targeted at the Native communities to address the unique telecommunication questions as well as be culturally significant. The modules will have a section in each that attempts to make the technology relevant. First, each page has an introduction, such a story that makes it relevant to the community. The use of cultural icons and avatars throughout, as well as a Native motif, makes the learner feel more at ease using this foreign technology. Also at the end of each page is a log entry area, where the learner can enter what they learned that day that they can take back home. They end up with daily thoughts about what they learned and can use when they return to the reservation. This is a way to make the lesson learned relevant. The "promote active student learning" feature will be highlighted in the Instructional Systems Design (ISD) sets of 'Self-paced Instruction' used by the Teachers to instruct and assess the learners. The ISD set has terminal objectives that are designed so that 'mastery' can be measured. By redesigning all of the high school student curricula to ISD sets and designing Teacher lesson plans to accommodate the instruction, both the Teachers and learners can be assured that they have mastered the skills need to complete the module, as well as move on to the next module.
Cognitive Apprenticeship Method The concept of using ‘cognitive apprenticeship’ to create a successful learning environment is just one of the many other ways to represent information in a way that it isn’t just rote memorization of information, but a way to learn information and then recall it in different ways to create new ways of understanding the information. (See Table 5 for other characteristics of hypertext learning.) "Aspects of cognitive apprenticeship include modeling, scaffolding, articulating and finally withdrawing support." (Brown et al., 1989; Collins, 1989; Collins, Brown, & Newman, 1987) This will be used along many of the areas sets of information. The characteristics of hypertext learning environments may be just repetitious actions to promote memorization to defined Assessment Measures. (As seen in Table 5)
Table 5: Characteristics of Hypertext Learning Environments
The different characteristic types of hypertext learning environments use different types hypertext components. (See Table 6)
Table 6: Components of Hypertext Information
The different characteristic types of hypertext learning environments promote different types learning. (See Table 7)
Table 7: Characteristics of Learning
This website is using a combination of learning theories in various hypertext designs, to stimulate different types of learning. The learners are able to manipulate their understanding of the information into many different sets of knowledge, as well as use prior knowledge to create even more complex sets of knowledge.
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