РефератыИностранный языкHyHypertext Environment Essay Research Paper Computers finds

Hypertext Environment Essay Research Paper Computers finds

Hypertext Environment Essay, Research Paper


Computers finds a unique selling point to attract customers: their advertisement


shows a young man ecstatic after getting the latest computer in the market.


However, on his way home, he reads a billboard sign, which displays that a newer


version of the same computer is launched. Apart from marketing Gateway


Computer’s upgrading strategy, the advertisement reflects the rate of change in


a technology-oriented world; the dichotomy being that such rapid change


undermines the possibility for users to cope with emerging, changing technology.


The situation exemplifies a new and unstable era for pedagogy in the age of


information technology where technical communicators must be provided with a


conceptual framework for the comprehension of malleable information and complex


discrete elements (Basseur 78-79). Rhetoric plays an important role in


navigating a technical communicator. In a hypertext project, it is the


rhetorical framework that aids the communicator to translate multimedia into a


tool for persuading an audience. For example, Power Point as software uses the


visual component as the dominant feature to process information in a graphical


manner. The added components would be movie files, sound files, animated


graphic, and embedded graphics. Thus, hypertext environment incorporates


multiple variations of multimedia. For a novice communicator, it is possible


that the tools may become the focal point of the presentation, as a Web page


designer using an overabundance of animated graphics for the sake of visual


stimulation. In the process, the focus shifts from the gestalt principle of


figure-ground to the creation of visual noise (Kostelnick-Roberts 59). In this


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case, the designer overlooks the role of the graphics. Instead, the graphics are


used as decorative images in the broader framework. An instructor teaching


software applications may run the same risk of concentrating on the utilities


and ignoring the contents that are stored and manipulated through the functions


of the utilities. As Basseur explicates in "Visual Literacy in The Computer


Age," "the ease or efficiency of computer [applications] has the


potential to influence our choices, often in ways that we not even aware


of." Thus, it is possible for the designer or the user to lose track in a


"post-modern" landscape with the lack of "structural design"


(Basseur 92). In "Multimedia and the Learner’s Experience of


Narrative," D. Laurillard emphasizes the importance of a structural


framework: By contrast with traditional media, one of the key benefits for


interactive media is seen as being the lack of imposed structure, giving much


greater freedom of control to the user. However, in the context of instruction,


this benefit runs counter to the learner’s need to discern structure if there is


a message to be understood. We have found, from observation in previous research


studies, that learners working on interactive media with no clear narrative


structure display learning behaviour that is generally unfocussed and


inconclusive. Thus, one of the key benefits of interactive media, the greater


learner control it offers, becomes pedagogically disadvantageous of it results


in mere absence of structure. As pedagogy faces shifting, ambivalent changes in


a technological world, it is imperative to uphold the conceptual structure for


the user’s navigational purposes.

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