Hypermodel: Difference between revisions
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* '''Hypermodel''' probably refers to a lot things... | * '''Hypermodel''' probably refers to a lot things... | ||
* In educational technology, '''hypermodel''' has probably | * In educational technology, '''hypermodel''' has probably been coined by Robert Tinker and refers to a sort of pedagogically structured [[microworld]] and a [[model-based learning]] design. | ||
== The instructional design model and the systems architecture == | == The instructional design model and the systems architecture == | ||
{{comment | We should this topic to some other page some day - [[User:DSchneider|DSchneider]] 16:21, 21 July 2006 (MEST)}} | {{Stub}} | ||
{{comment | We should this topic to some other page some day, below just a series of quotes for starters - [[User:DSchneider|DSchneider]] 16:21, 21 July 2006 (MEST)}} | |||
* {{quotation |Hypermodels integrate stored information in the form of multimedia materials, experimental data, and text, with a manipulable model of the subject domain. Just as hypertext enables one to navigate through textual materials by clicking on individual words and phrases, with hypermodels students navigate through a learning activity by manipulating a computer-based model. The activity typically presents a more or less open-ended challenge (e.g., "Breed these organisms as efficiently as possible, trying to get all the offspring to look like this.") and then leaves the students alone and monitors them (Which organisms do they choose to breed? How do they react to the outcome?) as they try to accomplish the goal. }} [http://prospectassoc.com/NSF/simvis.htm]. | |||
* {{quotation | Hypermodels share some characteristics with [[Computer-based training | CAI]] (computer assisted instruction) applications, which also control what the learner sees, evaluate progress, and, if they are "intelligent," can adapt to student responses and learning styles. The critical difference is that hypermodels have at their core a sophisticated tool that students can use to learn content through exploration and inquiry; a constructivist educational strategy. In contrast, CAI software is usually much more directive and "instructivist."}} (Tinker: 2001). | * {{quotation | Hypermodels share some characteristics with [[Computer-based training | CAI]] (computer assisted instruction) applications, which also control what the learner sees, evaluate progress, and, if they are "intelligent," can adapt to student responses and learning styles. The critical difference is that hypermodels have at their core a sophisticated tool that students can use to learn content through exploration and inquiry; a constructivist educational strategy. In contrast, CAI software is usually much more directive and "instructivist."}} (Tinker: 2001). | ||
Revision as of 16:16, 21 July 2006
Definition
- Hypermodel probably refers to a lot things...
- In educational technology, hypermodel has probably been coined by Robert Tinker and refers to a sort of pedagogically structured microworld and a model-based learning design.
The instructional design model and the systems architecture
- We should this topic to some other page some day, below just a series of quotes for starters - DSchneider 16:21, 21 July 2006 (MEST)
- “Hypermodels integrate stored information in the form of multimedia materials, experimental data, and text, with a manipulable model of the subject domain. Just as hypertext enables one to navigate through textual materials by clicking on individual words and phrases, with hypermodels students navigate through a learning activity by manipulating a computer-based model. The activity typically presents a more or less open-ended challenge (e.g., "Breed these organisms as efficiently as possible, trying to get all the offspring to look like this.") and then leaves the students alone and monitors them (Which organisms do they choose to breed? How do they react to the outcome?) as they try to accomplish the goal.” [1].
- “Hypermodels share some characteristics with CAI (computer assisted instruction) applications, which also control what the learner sees, evaluate progress, and, if they are "intelligent," can adapt to student responses and learning styles. The critical difference is that hypermodels have at their core a sophisticated tool that students can use to learn content through exploration and inquiry; a constructivist educational strategy. In contrast, CAI software is usually much more directive and "instructivist."” (Tinker: 2001).
- “Our underlying tools embody a pure constructivist philosophy that permits students to learn through open-ended exploration. Even though this type of learning is powerful, students can take too much time and miss important topics and the tool can be difficult to disseminate and confusing for beginners. Pedagogica converts the tool into a hypermodel that is somewhat instructivist, because the script constrains the tool and guides the learner to discover specific concepts that a curriculum developer has selected. Done well, students still learn through their own explorations, but within constrained domains and with guidance that ensures that most students discover the important concepts.”
Examples
- See systems built with Pedagogica (Tinker: 2001).
References
- Robert Tinker (2001), Perspective, Hypermodels: New Tools for Learning, @CONCORD: Volume 5, No. 1 HTML
- Horwitz, Paul and Robert Tinker (2001), Pedagogica to the Rescue, A short history of hypermodels. @CONCORD: Volume 5, No. 1 HTML