Provide concept maps and hypermaps so learners see conceptual relationships and their own location in the system¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends supplying visual representations of lesson content and structure to improve learners' awareness of conceptual relationships and procedural requirements. As printed, the implication is to "Provide concept maps to indicate the inter- relationships among concepts, and hypermaps to indicate the location of the learner relative to other lesson segments." This addresses disorientation that arises when navigation procedures are complex, insufficient, or inconsistent.

Design Implications¶

Context¶

Requirements¶

• Procedures for navigating within the system and accessing on-line support must be clearly defined

Constraints¶

• Learners become confused and disoriented when procedures are complex, insufficient, or inconsistent

Target Learners¶

• learners navigating nonlinear interactive multimedia systems

Target Learning Goals¶

• orientation, awareness of conceptual relationships, and efficient navigation

Related Strategies¶

• Graphic Organizers for Unit Planning
• Graphic Organizers
• Visualizations and Mind Maps
• Research Map
• Graphic Organizers and Visual Aids (Attention)
• Visual Supports

Examples¶

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Key Sources¶

• Innwoo Park and Michael J. Hannafin. (1993). Empirically-Based Guidelines for the Design of Interactive Multimedia. Educational Technology Research and Development, Vol. 41, No. 3, pp. 63-85. http://www.jstor.org/stable/30218388