How to use hypertext in the classroom ===================================== Teaching may be described as a means of transmitting knowledge in ways and at a pace that students can acquire it. If you're reading this screen, then: 旼컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴� � What in hypertext is similar to teaching? � � What in hypertext is dissimilar to teaching? � 읕컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴컴� For example, suppose students have access to a comprehensive hypertext system in a particular knowledge area. Here's some of the options available to teachers: Each student has a computer =========================== Ask for facts -- speed of responses measures understandings of how information is classified Ask for application -- tests understanding of relevancy of information Ask for exceptions -- tests understanding of the boundaries in the information Ask for comparison -- tests for integration of knowledge across the system Ask for improvements -- tests capability in expanding information Without hypertext, most teaching tests only the low-level thinking skills such as: Skill Measured Frequency ===== ======== ========= memory can you repeat it 60% of most testing understanding can you describe 30% of most testing application how do you use it 10% of most testing With hypertext, the increased accessibility to information helps students move from issues of memory and understanding to thinking about the application of the information. However, if you want students to develop high-level thinking skills of analysis, synthesis, and evaluation; ask them to create a hypertext system in a certain subset of knowledge. They easily end up knowing more about that subject than you. Dangerous? Heck no -- a central goal of teaching is to teach others how to better teach themselves. While unexpected, increasing the capacity for others to learn may be the most important benefit from hypertext systems. Neil Larson 1/16/88 FILE42 44 Rincon Rd., Kensington, CA 94707 Copyright MaxThink 1988 -- Call 415-428-0104 for permission to reprint