QuizStar

Reading Comprehension Quiz

Rizky Renaldo Patmara

2201412138

ICT 201

 

Blended Learning Classroom 

Introduction 

The blended classroom is designed to meet the individual needs of student by allowing teachers to personalize instruction. This strategy can be used for any subject and any grade level. Blended learning combines face-to-face and online instruction. It allows students to work with teachers in school and have online resources at home. It is similar to the flipped classroom, but with more emphasis on in-class work with the teacher over video/home content. Project Based Learning is a type of blended classroom. Students work on projects at home, and in class. In class, they can ask the teacher for help, and continue on the project at home, with online materials for help. By having online materials available, students have access to support when out of the classroom. Students access some material at home and complete some work at home, while leaving more time during class to get into deeper context with the teachers.

Pros: 

• Provides for individualized support for the students 

• Students can access material at anytime, anywhere, to review the material Provides richer, more interactive learning experiences 

• Provides more time for collaboration with the students and teachers 

• Parents have access to what students are doing - better communication and support 

• Studies show it increases student and teacher productivity, improves teaching and learning, and provides more and better data, and helps customize learning. 

• More and more colleges and even workplaces are using this model 

• Gives students more time to learn - extends the learning beyond the end of the school day 

 

Cons: 

• Teachers will need time to create and/or select content. 

• Teachers will need training on using this method of instruction to make it effective students will need to be shown how to access, use the technology and what is expected of them 

• Students need to be able to do work outside of school hours 

• do they have access to technology at home? 

• do they have access to internet at home? 

• do they have other things that take up their time (job, etc.) 

• students need to be self-directed to work at home 

Ways technology supports the strategy

• resources are posted online via class website, LMS (Edmodo, Google Classroom, Schoology, etc). Resources include articles, videos, interactive multimedia, virtual labs, and more 

• Teachers can track which students are using materials at home 

• online materials are available to students anytime, anywhere 

• materials are accessible to parents and specialists to assist the students 

• provides interactive activities, support materials and learning resources 

• multimedia content helps address different learning styles 

Example lesson plans and/or videos 

• using videos from YouTube, Discovery Education, Khan Academy as a replacement for lectures - students watch them at home and then discuss them in class. The teacher also answers questions in class and dives more deeply into the content. assign virtual labs to do at home, and then discuss in class 

• projects - work on in class, and at home with more time for collaboration 

• students watch video/read chapter at home, do problems in class with teache

• Blended Learning, Real Teaching (2 min video of blended learning in use) 

• Blended Learning @ Thurgood Marshall MS 6th Grade Humanities class (3 min video) 

 

PD and resource needs for implementation 

• Teachers need training on the method and how to incorporate it into their classroom 

• Teachers will need time to create and select content to use 

• Teachers will need time to learn how to use technology to support this 

• Encourage teachers to join online communities to gain understanding of what make digital content great. 

Possible data for measuring implementation success 

• Surveys (teacher/student/parent) 

• Lesson evaluations and assessment results 

• Walk-thru data 

( https://www.google.co.id/search?q=computer+assisted&client=firefox-a&hs=zMX&rls=org.mozilla:en-US:official&channel=fflb&source=lnms&tbm=isch&sa=X&ei=FZufVZLNJNScygTQl6voDw&ved=0CAcQ_AUoAQ&biw=1366&bih=657#channel=fflb&tbm=isch&q=blended+learning&imgrc=_ )
( http://educationaltechnologyguy.blogspot.com/2015/02/blended-learning-what-is-it-proscons.html )
( http://moodle.unitec.ac.nz/mod/page/view.php?id=214273 )
( http://www.christenseninstitute.org/blended-learning-definitions-and-models/ )

E-Learning

 

    ( www.egiants.in )

Introduction 

              While the term “e-learning” has been thrown around quite a lot in recent years, many are still unaware of what it actually means and how it can help them achieve success in both their professional and personal lives. This short e-book aims to provide an introductory level overview of the e-learning field for those people. This e-book is divided into five main topics.

The first topic sets the case for e-learning by dealing with subjects such as its history, its advantages and any drawbacks, and whether it can actually lead to learning. 

The second topic describes important types of learning tools that are available today. 

The third topic deals with the characteristics of online courses and how one can create successful learning communities. 

The fourth topic is about emerging learning trends. Here we explain themes such as micro-learning and gamification. And the final topic describes the application of e-learning in different industries. 

What is e-learning? 

            When it comes to education, the model has been pretty straightforward - up until the early 2000s education was in a classroom of students with a teacher who led the process. Physical presence was a no-brainer, and any other type of learning was questionable at best. Then the internet happened, and the rest is history. E-learning is a rapidly growing industry, the effects of which we can trace back to the 1980s and even well before that (in the form of distance learning and televised courses) – these will be discussed later in this ebook. 

             Now that affordable solutions exist for both computers and internet, it only takes a good e-learning tool for education to be facilitated from virtually anywhere. Technology has advanced so much that the geographical gap is bridged with the use of tools that make you feel as if you are inside the classroom. E-learning offers the ability to share material in all kinds of formats such as videos, slideshows, word documents and PDFs. Conducting webinars (live online classes) and communicating with professors via chat and message forums is also an option available to users. 

             There is a plethora of different e-learning systems (otherwise known as Learning Management Systems, or LMSs for short) and methods, which allow for courses to be delivered. With the right tool various processes can be automated such as a course with set materials and automatically marked tests. E-learning is an affordable (and often free) solution which provides the learners with the ability to fit learning around their lifestyles, effectively allowing even the busiest person to further a career and gain new qualifications. 

The history of e-learning 

          The term "e-learning" has only been in existence since 1999, when the word was first utilized at a CBT systems seminar. Other words also began to spring up in search of an accurate description such as “online learning” and “virtual learning”. However, the principles behind e-learning have been well documented throughout history, and there is even evidence which suggests that early forms of e-learning existed as far back as the 19th century. Long before the internet was launched, distance courses were being offered to provide students with education on particular subjects or skills. 

         In the 1840′s Isaac Pitman taught his pupils shorthand via correspondence. This form of symbolic writing was designed to improve writing speed and was popular amongst secretaries, journalists, and other individuals who did a great deal of note taking or writing. Pitman, who was a qualified teacher, was sent completed assignments by mail and he would then send his students more work to be finished using the same system. 

         In 1924, the first testing machine was invented. This device allowed students to tests themselves. Then, in 1954, BF Skinner, a Harvard Professor, invented the “teaching machine”, which enabled schools to administer programmed instruction to their students. It wasn’t until 1960 however that the first computer based training program was introduced to the world. This computer based training program (or CBT program) was known as PLATO-Programmed Logic for Automated Teaching Operations. 

It was originally designed for students attending the University of Illinois, but ended up being used in schools throughout the area. With the introduction of the computer and internet in the late 20th century, e-learning tools and delivery methods expanded. The first MAC in the 1980′s enabled individuals to have computers in their homes, making it easier for them to learn about particular subjects and develop certain skill sets. Then, in the following decade, virtual learning environments began to truly thrive, with people gaining access to a wealth of online information and e-learning opportunities. 

In the 2000′s, businesses began using e-learning to train their employees. New and experienced workers alike now had the opportunity to improve upon their industry knowledge base and expand their skill sets. At home individuals were granted access to programs that offered them the ability to earn online degrees and enrich their lives through expanded knowledge. 

The benefits and drawbacks of online learning 

Whether you're a high-school teacher looking to engage your students in a more interactive way, or a corporate trainer hired by a large company to design training curricula, e-learning packs a punch when it comes to benefits that make the creation and delivery processes easier and hassle-free. Important benefits are outlined below: 

• No Boundaries, No Restrictions 

Along with locational restrictions, time is one of the issues that learners and teachers both have to face in learning. In the case of face-to-face learning, the location limits attendance to a group of learners who have the ability to participate in the area, and in the case of time, it limits the crowd to those who can attend at a specific time. E-learning, on the other hand, facilitates learning without having to organize when and where everyone who is interested in a course can be present. 

• More Fun 

Designing a course in a way that makes it interactive and fun through the use of multimedia or the more recently developed methods of gamification (further discussed in later chapters) enhances not only your engagement factor, but also the relative lifetime of the course material in question. 

• Cost Effective 

This is directed to both learners and teachers, but there is a good chance that whatever your role you had to pay exorbitant amounts of money at some point to acquire updated versions of textbooks for school or college. While textbooks often become obsolete after a certain period of time, the need to constantly acquire new editions is not present in e-learning. 

• It Just Fits! 

As companies and organizations adopt technologies to improve the efficiency of day-to-day operations, the use of the internet becomes a necessity. As multinational corporations expand across the globe, the chances of working with people from other countries increases, and training all those parties together is an issue that e-learning successfully addresses. 

Can we learn online? 

              One of the most longstanding debates in the field of education has been whether or not we can benefit from e-learning to actually learn. We realize the reservations of people who will argue that computers promote procrastination and offer distractions, however we owe it to ourselves to dig a little deeper and see the other side of the coin which shows that we can actually benefit from e-learning. It's true that as individuals we don't all respond to one teaching method in the same way - some learn visually, and others learn with repetition or writing. E-learning responds to those different needs with the use of different types of material, whether that is audiovisual content or interactive testing on the go, there is a plethora of options to cater to the needs of each and every learner. 

Learning vs. Training 

             It's important to understand the difference between learning and training. Of course they are inextricably linked, but they are unique aspects of any educational process. Training is the giving of information and knowledge, through speech, the written word or other methods of demonstration in a manner that instructs the trainee. Learning is the process of absorbing that information in order to increase skills and abilities and make use of it under a variety of contexts. Whatever the goals, the quality of the learning will rely largely on the quality of the training, and so the role of trainer is very important as it can have a huge effect on the outcome of a course for the learner. Let's look at the characteristics of each, and see what makes an e-learning environment work. 

The characteristics of learning 

             As mentioned above, learning is the process of absorbing information and retaining it with the goal of increasing skills and abilities in order to achieve goals - but it's more than that. Learning is what we go through when we want to be equipped for non-specific and unexpected situations and the two are not mutually exclusive. While you do learn to do something specific, you are also inadvertently equipped with the knowledge and/or skills to face future challenges. In essence, learning is all about equipping a person to tackle not just today's issues, but preparing him/her to creatively come up with ways to tackle tomorrow's issues. 

The characteristics of training 

             Training on the other hand focuses more on the development of new skills or skill sets that will be used. Training is the process each new employee goes through when joining a company to learn how to carry out the day-to-day operations, know how their department works and how job-specific tools operate in order to carry out their responsibilities. In essence, through training, we are not looking to reshape the behavior of an individual rather the point is to teach the employee or learner how things are done so that they can then carry out a process on their own. Ideally, an e-learning environment will utilize both learning and training principles throughout its curriculum. This allows instructors/trainers to provide their learners with the tools to tackle current issues, develop life-long skills, improve on their problem-solving skills and utilize resources to the best of their ability.

( http://www.talentlms.com/elearning/ )

( http://www.ehow.com/about_4788168_what-purpose-elearning.html )

( http://www.go2web20.net/#tag:e-learning )

ICT First Quiz

Rizky Renaldo Patmara
2201412138
ICT 201-202

What is CALL?

Definitions of CALL: - Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).

- Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).

- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).

- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).
( http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm )

Why CALL?

The reasons why ELT teachers use CALL:

1. Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).
2. New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.
3. Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).
4. The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
5. The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.

HISTORY OF CALL DEVELOPMENT

This section gives a brief history of CALL development. The review aims at showing, chronologically, the development of CALL over the last 30 years by linking to important technological developments, theories of learning and language teaching approaches. Some key examples of CALL programs and projects developed in this period are also shown.

Warschauer (1996) divides CALL into phases of development as follows: Behavioristic CALL, Communicative CALL, Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The beginning of a new phase does not necessary mean the end of programs and methods of the previous phase, rather the old is included within the new (Warschauer, 1996).


Types of CALL Activities

- multiple-choice & true/false quizzes
- gap-filling exercise/cloze
- matching
- re-ordering/sequencing
- crossword puzzles
- games
- simulations
- writing & word-processing
- concordancing
- web quests/searching
- web publishing
- online communication (synchronous and asynchronous)


Roles of the Computer in language learning and teaching:

- computer as tutor for language drills or skill practice
- computer as a tool for writing, presenting, and researching
- computer as a medium of global communication


Examples of CALL tutorial programs are:

• Grammar : Longman Grammar Software; Grammar Expert Plus; Tense Buster (Clarity Software); Grammar Mastery (ALA); Grammar Rom (Addison Wesley Longman); Grammar 3D: Contextualized Practice for Learners of English (Heinle & Heinle). 

• Reading : Read It! Study Skills (Clarity Language Consultants) (EAP reading); RocketReader (1998) (a speed reading program); ReadFlex (Speed Reading); Reading for English (Athelstan) (Reading Comprehension); SEEN: Tutorials for Critical Reading (KenCD Software) (tutorials designed to develop analytical thinking and critical reading skills); Accelerated Reader (Advantage Learning Systems). 

• Writing : Paragraph Punch (a writing tutor for effective paragraph); WriteExpress Easy Letters (effective business letters); Power Editing (an interactive tutorial on how to edit and revise sentences); Report Writer for Science and Engineering Reports (Clarity Language Consultants) (EFL/ESL report science and engineer writing). 

• Speaking, Pronunciation & Listening: Learn to Speak (The Learning Company); English Pronunciation (1997-98) (Okanagan University College); Dragon, Naturally Speaking (A voice recognition program); See It, Hear It, Say It! (Courseware Publishing International); Accent Improvement (SpeakWare); Real English (Wiser Software). 

• Integrated Skills / Courseware: Ellis (CALI), Dynamic English (DynEd); English Discoveries (Berlitz); English Language Development (Jostens); Rosetta Stone (Fairfield Language Technologies); Planet English (Unisearch Ltd and the University of New South Wales); Issues in English (Protea Software); Active English (Courseware Publishing International). 

TIPS IN USING CALL
The following are tips for ELT teachers in using CALL:

• Use CALL to serve educational purposes. Teachers should not jump in the bandwagon just because other people do. Many teachers use CALL because it is a new technology (like the language lab used to be about 30 years ago) without considering whether it serve or gives true value to educational objectives. 

• Do not isolate CALL from the rest of the curriculum. Try to integrate CALL with other subjects or disciplines in the curriculum. Using CALL across the curriculum will make it more integrative. 

• Consider CALL as one of many learning resources. Teachers should try to incorporate other learning resources and materials such as books, magazines, video, audio tape, with their teaching. 

• Choosing appropriate CALL software for the learner, such as age, need, and interest is important. Software evaluation guides are important tools for the teachers in choosing suitable software. 

• Using CALL is not the end in itself. Follow-up activities are also important. A lot of lessons end when CALL finishes in class. In fact, follow up activities such as group discussion, writing assignments, searching for more data from other learning sources e.g. interviews, and surveys are also important. 

• Do not expect that all students in class would enjoy working on the computer. A lot of students prefer human interaction (such as student – teacher or student – student ) than with the computer. Teachers should provide alternative activities for those students who prefer traditional learning approaches. 

• Do not expect that all students can work easily with the computer. Many students take much longer to learn certain skills such as using the keyboard, the mouse, etc., while other students pick up these skills easily. Teachers must be patient and willing to help the slow groups. 

• Try to incorporate a variety of activities on CALL such as desktop publishing (e.g. word processing), e-mail correspondence, web publishing (e.g. home pages, newspapers), chats and moos, and web based assessment. 

• Do not expect that teaching with computers would be easy for all teachers. It can be exhausting or may require a lot of preparation such as setting up the computer lab, preparing suitable software and materials (printed and online), including follow up activities. Team work seems to be the best solution for implementing CALL in school. 

( http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm )

Role, Tools and Applications of ICT in Education

Role, Tools and Applications of ICT in Education

We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones. 

As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school.

It is widely recognised that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Learning and Teaching Scotland aims to provide resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.

( http://dalberg.com/blog/?p=2108 )

Some advantages of ICT in Education

1. Through ICT, images can easily be used in teaching and improving the retentive memory of the students.
2. Through ICT, teachers can easily explain complex instructions and ensure students’ comprehension.
3. Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concretation.

Some disadvantages of ICT in Education

1. Setting up the devices can be very troublesome
2. Too expensive to afford
3. Hard for teachers to use with a lack of experience in ICT tools

( http://www.elmoglobal.com/en/html/ict/01.aspx )

These are some specific tools and the function of ICT that are used in learning process, hopefully these equipment can be used to improve students' interest.

·         The Internet is not widely available in most LDCs; radio and TV are Broadcast technologies such as radio and television have a much greater penetration than the Internet throughout much of the developing world, and the substantial gap is not expected to be closed soon.

·         Radio and TV can have high start-up costs, and reinforce existing pedagogical styles Educational initiatives that utilize radio and television typically have quite high initial start-up/capital costs, but once they are up and running, on-going maintenance and upgrade costs are much lower (making initiatives utilizing radio and TV for distance learning in the educations sector particularly appealing for donor support in many cases). One-to-many broadcast technologies like radio and television (as well as satellite distribution of electronic content) are seen as less ‘revolutionary’ ICTs in education, as their usage is seen as reinforcing of traditional instructor-centric learning models, unlike computers, which many see as important tools in fostering more learner-centric instructional models.

·         Radio instruction has been used widely and is reasonably well studied Radio instruction in formal education has been well studied, especially the links between the use of radio in combination with school-based educational resources and a variety of pedagogical practices.

·         TV has been used with success in a few places Television has been utilized successfully as a mechanism for reaching out-of-school youth in a number of countries, especially in Latin America and China, and the results of such projects have been widely disseminated.

( http://www.infodev.org/articles/use-specific-ict-tools-education )

Nowadays, technology (ICT) become more easily to get and buy by almost everyone, so using this for teaching learning process will be good for everyone,

These are some online tools that can be used by the teachers to teach  their students

Wallfisher

Wallwisher allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Individuals can use it to mind-map, keep notes, or bookmark useful websites - but the real power of Wallwisher is in its potential for collaborative activities.

By sharing your wall URL with a class, whole year group, or even an entire school, anybody you choose is able to view and contribute to it.

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

Wordle

Wordle is another of those tools that may have begun life as an online novelty, but which canny teachers have since co-opted for use in the classroom. You'll no doubt have encountered Wordle clouds before; those intriguing little bundles of various-sized words visually showing which terms are the most frequently used in a section of text.

Wordle can also be used to carry out snapshot classroom polls, making lists of useful terms, or as an icebreaking activity for new pupils: they can make Wordles from lists of their favourite things.

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning/page/0/2)

Popplet

Popplet has three main functions, two of which (digital bulletin board and presentation tool) overlap with the uses we've already discussed for Wallwisher and Prezi. As a result, we'll focus on its primary application: mind-mapping. Popplet's usability is its major trump card. Its interface couldn't be more intuitive, so it's adaptable for use with a range of age groups. Mind-maps featuring video clips and images can be constructed as a whole class on an interactive whiteboard, or students can work on their own, in pairs or in small groups.

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning/page/0/3)

Storify

Storify is a content aggregator that pulls in social media elements from sites such as Rickr, You Tube and Twitter, to create illustrated multimedia "stories" about current and world events. Because of its use of social network, Storify is best used with Key Stage 4 and 5 pupils - and only then if your school's internet security options allow access to the sites from which it draws material.

It's remarkably user-friendly, with easy-to-use search options producing lists of relevant tweets, photos and video clips relating to your topic. 

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning/page/0/4)

Those are some role and function of ICT that are used in class because of nowadays which everyday we may contact with our gadget, this things become an ordinary activities and also some online tools to support teaching and learning process.

Hypertext, Hypermedia and Multimedia

Hypertext refers to links with textual items often indicated by underlined blue type that when we click on it a new page is open. The links are usually defined in terms of their activity as hotlinks or hyperlinks. According to Bolter (1991) explains the significance of hypertext as “the electronic text is the first text in which the elements of meaning of structure and of visual display are fundamentally unstable.”

Hypermedia is linked not only with a text but also involves linking various media such as sound, images, animation or video. By the other hand multimedia is the use of variety of media because it also involves different tools including text, images, sound, video and animations. An example of multimedia is a storybook because learners must start on the first page and continue reading and only use extra media to provide the sound and images.

There are some advantages of the hypertext are that it can be traced backwards and forwards to the referent. Also can be referenced in several places within the text reducing the need for paraphrasing ideas that are use repetitively and it can be visible at the same time as the text to which it refers

Other advantages of hypertext and multimedia are that promote the autonomy language learning and developed search skills. There are some studies by Montali and Lewandowski that mentions students from the secondary school prefer the multimedia resources to improve their reading skills because the computer promote interest about the topic.

HYPERTEXT

• Hypertext consists of nodes or chunks of information and links between them, is any text which references another and it can beseen as two nodes of information with the reference forming the link.
• Is any text which uses footnotes can be seen as containing nodes of information the text and the footnote with the footnote marker providing the link or pointer from one node to the other. When the reader selects a hypertext link, the movement between the two nodes takes place automatically.
• There are two basic routes to creating hypertext: conversion of anexisting text and direct origination of a new hypertext.
• Hypertext can exist on the web as either static or dynamic content.

HYPERMEDIA

• Hypermedia is the use of text, data, graphics, audio and videoas elements of an extended hypertext system in which allelements are linked, where content is accessible viahyperlinks.
• Text, audio, graphics, and video are interconnected to eachother creating a compilation of information, which is generally considered as a non-linear system.
• Therefore the term hypermedia is a more general term than hypertext and suggests that links exist to information held on different media.

MULTIMEDIA

• Multimedia uses computers to present text, audio, video,animation, interactive features, and still images in various ways and combinations made possible through   the advancement of technology. 
• By combining media and content, those interested in multimedia can take on and work with a variety of media forms to get their content across.
• The user controls which component wants to visit, but that component can be dynamic, that is, varies without user intervention characterized by a temporal     notion and talk audioor video.

MAIN DIFFERENCES

• Hypertext is the electronic text format where, content isinterconnected using hyperlinks, while hypermedia refers to media such as text, audio, graphics and video interconnected using hyperlinks.
• Hypertext is a subset of hypermedia.
• In hypertext, the user moves from one document toanother via links and a visit to a document ends when the application terminates or you move on to another component through the link.

MAIN DIFFERENCES

• Hypermedia structure is the same as that of a hypertextare formed by nodes connected by links but the difference is that the nodes contain different media elements or morphologies.
• The structure of a hypermedia is therefore more complex than that of a hypertext.
• In conclusion the hypermedia combines both hypertext and multimedia. If the multimedia provides a wealth of data types, hypertext provides a structure that allows data to be presented and explored following different sequences, according to the needs and preferences of the user.

     

      REFERENCES

      http://www.iicm.tugraz.at/0x811bc82b_0x0005f59f

      http://www2.iath.virginia.edu/elab/hfl0037.html

      http://www.sjsu.edu/isystems/