First National Congress
6-7 December 2004, Cebu City, Philippines

Designing and Implementing Hypermedia Courseware Towards A Successful Learning Environment
by Dennis Ramiro M. Sangalang
Angeles University Foundation

This presentation describes a generic and systematic methodology for the design and implementation of a CD-ROM based interactive hypermedia courseware. Hypermedia courseware is a user-centered system that is based on the hypermedia paradigm--that is, a network of nodes connected by links and a user model that adapts dynamically to teachers and students.

This methodology consists of an incremental and iterative development process that supports the entire lifecycle of hypermedia / multimedia courseware, from problem definition to maintenance, and addresses various issues such as design creativity, pedagogy, and cognitive and technical considerations.

The pedagogical model used covers Gagne's nine instructional events: (1) gaining attention; (2) informing the learner of the lesson objective; (3) stimulating recall of prior learning; (4) presenting stimuli with distinctive features; (5) guiding learning; (6) eliciting performance; (7) providing informative feedback; (8) assessing performance; and (9) enhancing retention and learning transfer.

Special attention is given to the design creativity, which includes the following: (a) contents design; (b) structure design; (c) case model design; (d) navigation structure design; (e) presentation design; and (f) abstract user interface design. Stereotypes for text, form, button, image, audio, video, and anchor collection are illustrated.

Cognitive issues in the design and use of the courseware are described, such as the problems of cognitive overload and becoming lost in the hyperspace. Various techniques on how to organize and navigate information and come up with a well-coordinated user interface designs are explained.

Systematic evaluation procedures are also described wherein 10 User Interface Dimensions are adopted to judge the usefulness and effectiveness of the instructional multimedia and hypermedia courseware. These include (a) ease of use; (b) navigation; (c) cognitive load; (d) mapping; (e) screen design; (f) knowledge space compatibility; (g) information presentation; (h) media integration; (I) aesthetics; and (j) overall functionality.

Recent research findings related to the impact of the use of instructional courseware as part of instruction management are also presented.


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