Hypermedia/ Exploratory Media | Dialogical Media | Integrational Media | Emerging Technologies
| Non-Instructional Interventions | |||
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| Instructor-Based Media | |||||
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| Text-Based Media | |||||
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| Multimedia | ||
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Simple Presentation Media |
Computer Mediated Instruction | Simulated Instruction |
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Audio Overhead Slides |
Board games Models (physical/ tactile) Puzzles |
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| Hypermedia and/or Exploratory Media (TOP) | ||
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Derived from the term hypertext, hypermedia uses computer-addressable files that embed hyperlinks to multimedia information and/or objects. Hypermedia links are usually contained in Web documents and in instructional products generated through the use of authoring tools, and include text, graphic images, video, audio, and animation displays. Exploratory media is based on the theoretical construct of discovery learning. Learners are provided with a scientific inquiry in a given content area and asked to gather relevant information using a variety of resources provided within Web-based instruction through the use of external resources. |
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| Associated Technologies | Theoretical Constructs/ Models* | Strategies** |
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Authentic activity Discovery learning Case-based learning Cognitive flexibility hypertext Contextualized learning Experiential learning Exploration Guided learning-by-doing Individualized instruction Interactivity Learner Control Microworlds/ Simulations Multimodal Self-directed learning Thematic-based learning |
Articulation and self-reflection Browsing Chunking Determining cause & effect Feedback Hypothesis formulation Focused browsing Learner-generated searches Linking abstract concepts to case examples Problem-solving Promote active learning Provide multiple perspectives Remediation Self-paced Sequencing Trial and error |
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| Dialogical/ Collaborative Media (TOP) | ||
| Dialogical, or collaborative, media is based on the pedagogical models of learning communities, knowledge building communities, communities of practice, and distributed learning. This type of media assists learners in constructing new knowledge primarily through dialogue as a form of an interaction. It can be facilitated through various asynchronous and synchronous technologies. | ||
| Associated Technologies | Theoretical Constructs/ Models* | Strategies** |
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Asynchronous (events that take place independently in time)
Synchronous (events that take place in real-time) |
Anthropomorphesis/ avatars Collaborative learning Computer-mediated communication Cyberspace cultures Distributed learning |
Articulation Brainstorming Collaborative activities Dynamic group interaction Group and peer evaluations Group self-management Mentoring Modeling Negotiation, consensus building Reflection Role-playing Synthesis |
| Integrational Media (TOP) | ||
| Integrational media is based on the recent emergence of Web-based course authoring tools, such as WebCT, LearningSpace, and Blackboard. It attempts to merge elements of the instructional attributes of exploratory and dialogical learning environments into a central course or knowledge portal. It presents an opportunity to incorporate various instructional strategies using available features of software into a holistic course design. | ||
| Associated Technologies | Theoretical Constructs/ Models* | Strategies** |
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Web-based authoring tools Course management systems Learning management systems |
Collaborative Computer-mediated communication Distributed learning Embedded authentic activities Guided learning Interactivity Knowledge representation Learner control Multimodal Self-directed learning |
Articulation Brainstorming Collaborative activities Group interaction On-line testing Negotiation, concuss building Reflection Self and peer assessment Synthesis |
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*For more inforrmation on Theoretical Constructs or Models, visit Select Instructional Models/ Theories to Develop Instructional Prototypes.
**For more information on strategies, visit Support
Instructional Models with Instructional Strategies and Tactics.
Perform a Front End Analysis | Develop Learner Outcomes/ Performance Objectives | Perform a Task Analysis | Select Instructional Models / Theories to Develop Instructional Prototypes | Support Instructional Models with Instructional Strategies and Tactics | Conduct Evaluation of Instructional Program
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