The structures of advanced multimedia learning environments: Reconfiguring space, time, story, and text

Abstract

The emerging structures of advanced multimedia teaching environments in the humanities are following key trends in the profession: the move to communicative language teaching using authentic language spoken by native speakers; the interest in culture as a totality incorporating visual as well as textual material; the emphasis on interdisciplinary collaboration; the need to think in global terms and to reinforce awareness of multiple perspectives. One challenge posed by these new modes of inquiry is how to maintain such broad perspectives without becoming disoriented. Part of the solution to that problem will be the definition of structures of hypermedia that will facilitate a rich engagement with varied and dense materials without overwhelming ourselves. We must establish conventions by which we can feel in possession of clear landmarks without being forced through the same pre-marked paths. Only further use and sophisticated testing of hypermedia materials will reveal to us the best way to facilitate this exploratory yet oriented approach to learning. The joy of working with hypermedia can make us feel as if we are at liberty in an enchanted forest. The success of the medium as a long-lasting learning environment will depend upon to invent the right sort of roadsigns and compasses.