Designing pedagogical hypermedia : An information-centered approach

Stéphane Crozat

Tutoring systems represent one of the new answers offered in order to fulfill the new needs engendered in the field of education. There is a need for more research to integrate such solution into real applications. In order to submit solutions for the design of pedagogical hypermedias, we adopt an approach based on the study of the specificity that the support carries. Whereas textual documents rely on spatial representa-tion [Goody 79], “numeric information are computable, and only computable” translated from [Bachi-mont 00]. The internal representation of information in a computer is not linear, and this delinearization determines the design of numeric documents since a new way of representing information has to be adopted. After having studied basic concepts (information-unit, internal structure, external structure) to deal with non-linearity, we describe a design approach based on the integration of four surveys (pedagogy, informa-tion modeling, drafting and edition). Finally we conclude introducing the advantages such an approach could bring for the design of Intelligent Tutoring Systems.

Mots clés: Education -- Data processing ; Computer-assisted instruction; Information and communications technology ;Educational technologies; Education/ Computer-assisted education

Mots clés: Education et informatique ; Enseignement assisté par ordinateur ; Nouvelles technologies de l'information et de la communication

Domaines: Education

Stéphane Crozat. Designing pedagogical hypermedia : An information-centered approach. ITS'2000, Jun 2000, Montréal, Canada. ⟨edutice-00000401⟩