Technology hypermedia

For this, we have used the HyperCard informatic programme — based upon the new technology Hypermedia — to create a prototype related to two possible ways of visit that, from now on, we will refer to as "sequential visif (simulating the guided visit) and as "free visir (simulating the non-guided visit). 

Ebenezer, J. V. (2001). A hypermedia environment to explore and negotiate students conceptions Animation of the solution proeess of table salt. Journal of Science Education and Technology, 70(1), 73-92. 

Parsaye, K., Chignell, M., Khoshafian, S., and Wong, H. (1989), Intelligent Databases Object-Oriented, Deductive, Hypermedia Technologies, John WUey Sons, New York. 

Hypermedia have been used for three years by our students in instructional technology but if we consider their hyperwares, we see different kinds of tutorials or games at times, we see browsers and trouble shooting tutorials linked to videodiscs. They enjoy using this kind of software but they rarely think of themselves as end-users. In the same way, the literature and the conferences that deal with the problems of hypermedia in education are learner-oriented. But it is not necessarily so. Hypermedia is a new tool, a creative tool, a software erector set (Atkinson), a media for thinking and communication (Conklin, 1987). The uses of hypermedia have not all been explored yet. We propose here to consider hypermedia as a new way to develop, to teach, and to learn. 

Costa Pereira, D., Hypermedia in Science Education, Proceedings of the East West Invitational Seminar on New Technologies and Education, Leningrad, USSR, 1990b... 

Marchionini, G., (1988), Introduction to Special Issue on Hypermedia. Educational Technology. November, 7. Marchionini, G., (1988), Hypermedia and Learning Freedom and Chaos. Educational Technology. November, 8-12. 

Jonassen, D.H. (1989b). Hypertext/Hypermedia. Englewood Cliffs, NJ Educational Technology Publications. 

However, there are still not enough answers regarding the communication of decision aid systems and operators. There are indeed a number of compatibility problems between the human operator s mental steps and the decision aid tool s reasoning process. Our approach consists then in this workshop, in looking for new solutions in this field, and in considering to which extent the new hypermedia technologies can contribute to the man-machine communication in the industrial complex processes. 

Basic questions concerning the potential contribution of hypermedia technology will be associated to each step. 

Can hypermedia technologies contribute to making easier the registering and classifying of the tasks which must be performed by the operator ... 

Is the static philosophy of the hypermedia system not in opposition with such a behaviour Are the present material technologies able to ensure an ergonomically satisfactory response time for such a system ... 

This paper has envisaged the contribution of the hypermedia technology in the man-machine communication domain in industrial complex processes. Thus, it appears that each industrial imagery designing step can benefit from the facilities of connected knowledge representation as well as from man-machine interactivity, given by these new techniques. 

It was then already predictable that the enormous evolution of hypermedia would lead to its association with multimedia technologies, namely for the production of courseware. Parallel to the improvement of the didactic potential and quality which results from this association, it nevertheless brought along a natural array of difficulties, some old, some new, in the conception and use of hypermedia products. 

Today there is agreement that one of the most promising technological advances for education is represented by the use of text, sound and images based on nonlinear techniques of information handling and searching of hypermedia architectures. 

The ambition implied by the co-presence of such diverse but complementary themes, whose study seems to us indispensable for the evolution of hypermedia, led us to take as the main aim of the ARW the fostering of contacts and the stimulation of future cooperative work among experts who are exploring current developments and future trends of the new hypermedia technology applied to the field of education, and also experts in other research sectors who might contribute with important and eventually necessary knowledge for the making of adequate and optimized educational hypermedia and multimedia products. 

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