Critical issues of educational hypertext Lenni Haapasalo, University of Joensuu, lenni'haapasalojoen

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Critical issues of educational hypertextLenni
Haapasalo, University of Joensuu,
lenni.haapasalo_at_joensuu.fi
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Part I

• Educational?

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Procedural knowledge (P ) denotes dynamic and
successful utilization of particular rules,
algorithms or procedures within relevant
representation forms. This usually requires not
only the knowledge of the objects being utilized,
but also the knowledge of format and syntax for
the representational system(s) expressing them.
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Conceptual knowledge (C )

• denotes knowledge of and a skilful drive
  along particular (semantic) networks, the
  elements of which can be concepts, rules
  (algorithms, procedures, etc.), and even problems
  (a solved problem may introduce a new concept or
  rule) given in various representation forms.
• Haapasalo, L. Kadijevich, Dj. (2000).
  Two Types of Mathematical Knowledge and Their
  Relation. Journal für Mathematik-Didaktik 21
  (2), pp.139-157.

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Four relations between P and C

• Inactivation view (I) P and C are not related
  (Nesher 1986 Resnick Omanson 1987).
• Simultaneous activation view (SA) P is a
  necessary and sufficient condition for C (Hiebert
  1986, Byrnes Wasik 1991 Haapasalo (1997,
  2003).
• Dynamic Interaction view (DI) C is a necessary
  but not sufficient condition for P (Byrnes
  Wasik 1991).
• Genetic view (G) P is a necessary but not
  sufficient condition for C
• (Kline 1980, Kitcher 1983, Vergnaud 1990,
  Gray Tall 1993, Sfard
• 1994).

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assumes that P enables C development. The logical
background is G or SA, and the term reflects the
philogenetic and ontogenetic nature of knowledge.
.

• Developmental approach

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Educational approach

• is based on the assumtion that P depends on C.
  Thus, the logical background is DI or SA. The
  term refers to educational needs, typically
  requiring a large body of knowledge to be
  transferred and understood.

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Which one of the situations represents
conceptual or/and procedural knowledge?
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Dynamic interaction and simultaneous activation

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Part II

• Hypertext

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Hypertext network of knots, connected by
links combination of cognitive, technical and
social concepts/aspects using, content, and
structure pragmatics, semantics, and syntax
why, what, and how
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Critical questions Is a hypertext conceptual or
procedural? Can objectivist- behaviorist
hypertext be educational? Can
Objectivist-cognitive hypertext be
educational? What is a constructivist
hypertext? What does it mean to learn through
hypertext? What are the main conflicts by
designing or using hypertext?
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Is a hypertext conceptual or procedural? For
a hypertext to be a conceptual one it is not
enough that the knots consist of concepts. The
links must reflect the relationships between
these concepts, fulfilling the demands of
conceptual knowledge
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Can objectivist- behaviorist hypertext be
educational? An objectivist-behaviorist
hypertext cannot empower conceptual knowledge,
which (by definition) is a basis for educational
approach.
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Can objectivist-cognitive hypertext be
educational? It can enhance only objectivist
knowledge The user cannot construct his/her
conceptual knowledge based on his/her own
semantic links between the knots. Dynamic and
constructivist aspect of conceptual knowledge
characterization is missing. Implication HT
only partly fulfils demands of educational
approach.
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What is a constructivist HT? To realize
educational approach in most sophisti-cated way,
all features of conceptual knowledge must be
fulfilled, including semantic links along the
knowledge network. This means that the hypertext
must be highly constructivist one. It
actually moves our discussion onto meta-level
How to design scaffolding, which helps the user
to design an own more or less explicit
hypertext of the topic?
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Utilising viewpoint links
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What does it mean to learn through HT?
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Dimensions of hypertext (Hammond 1993, 65)
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Example Problem solving Simulating a
solution, which has been found Building a
hypertext, which describes the solution
process Scaffolding the solution process of
the user himself/herself
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Main conflicts by designing or using HT
Kuhlthaus (1993) colorraries Process
conflicts with users conceptions Formulation
fusion of users viewpoints Redundancy vs
uncertainty Mood opening mind for new
knowledge Prediction making choices
?evaluation Interest own interest vs external
motivation
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Remarks on standards standards are very high
worth of pursuing existing hypertext culture is
poor shared expertise is often needed
experiences in teacher education are promising
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To keep in mind

• those, who learn more from the instructional
  materials, are their developers, not users.

(Jonassen, D. H. 2000. Computers as Mindtools for
Schools. NJ Prentice Hall)