Designing Hypermedia for Learning

  • David H. Jonassen
  • Heinz Mandl

Part of the NATO ASI Series book series (volume 67)

Table of contents

  1. Front Matter
    Pages I-XXV
  2. Hypermedia and Learning

    1. Front Matter
      Pages 1-1
    2. David H. Jonassen, R. Scott Grabinger
      Pages 3-25
    3. John J. Leggett, John L. Schnase, Charles J. Kacmar
      Pages 27-37
    4. George P. Landow
      Pages 39-59
    5. Peter Whalley
      Pages 61-67
  3. Designing the Information Model

  4. Designing the User Interface

    1. Front Matter
      Pages 145-145
    2. Jakob Nielsen
      Pages 147-168
  5. Hypermedia and Instruction

    1. Front Matter
      Pages 197-197
    2. Thomas M. Duffy, Randy A. Knuth
      Pages 199-225
    3. Terry Mayes, Mike Kibby, Tony Anderson
      Pages 227-250
    4. Armando J. Oliveira, Duarte Costa Pereira
      Pages 251-262
    5. Wil A. Verreck, Anja Lkoundi
      Pages 263-276
    6. Cliff McKnight, John Richardson, Andrew Dillon
      Pages 277-290
    7. Martin Richartz, Tom D. Rüdebusch
      Pages 311-317
  6. Hypermedia Design Process

    1. Front Matter
      Pages 319-319
    2. Gary Marchionini
      Pages 355-373
  7. Conceptual Foundations for Designing Hypermedia Systems for Learning

    1. Front Matter
      Pages 375-375
    2. Eric Bruillard, Gérard Weidenfeld
      Pages 377-386
  8. Back Matter
    Pages 459-461

About this book


This most unusual book results from the NATO Advanced Research Work­ shop, "Designing Hypertext/Hypermedia for Learning", held in Rottenburg am Neckar, FRO, from July 3-8, 1989. The idea for the workshop resulted from the burgeoning interest in hypertext combined with the frustrating lack of literature on leaming applications for hypertext. There was little evidence in 1988 that hypertext could successfully support learning out­ comes. A few projects were investigating hypertext for learning, but few conclusions were available and little if any advice on how to design hyper­ text for learning applications was available. Could hypertext support learning objectives? What mental processing requirements are unique to learning outcomes? How would the processing requirements of learning outcomes interact with unique user processing requirements of browsing and constructing hypertext? Should hypertext information bases be restruc­ tured to accommodate learning outcomes? Should the user interface be manipulated in order to support the task functionality of learning outcomes? Does the hypertext structure reflect the intellectual requirements of learning outcomes? What kinds of learning-oriented hypertext systems were being developed and what kinds of assumptions were these systems making? These and other questions demonstrated the need for this workshop. The workshop included presentations, hardware demonstrations, sharing and browsing of hypertexts, and much discussion about all of the above. These were the experiences that you, the reader of this book, unfortunately did not experience.


Ausbildung Education Hypertext Learning environments Lernumgebungen educational technology hypermedia learning learning environment

Editors and affiliations

  • David H. Jonassen
    • 1
  • Heinz Mandl
    • 2
  1. 1.Instructional TechnologyUniversity of ColoradoDenverUSA
  2. 2.Deutsches Institut für Fernstudien (DIFF)University of TübingenTübingenGermany

Bibliographic information

  • DOI
  • Copyright Information Springer-Verlag Berlin Heidelberg 1990
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-75947-5
  • Online ISBN 978-3-642-75945-1
  • Buy this book on publisher's site
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