Hypertextbooks: Animated, Active Learning, Comprehensive Teaching and Learning Resources for the Web1

Ross, Rocky; Grinder, Michael T.

doi:10.1007/3-540-45875-1_21

Cited by 17 publications

(19 citation statements)

References 8 publications

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“…Some good practices from the publishing community must be respected in order to achieve quality and consistency. Examples of issues to consider are design of an attractive cover, high-quality written text, standardized page design, common font usage, and consistent application of color [50]. Consistency must be extended to any other elements included in the hypertextbook, such as animations or the kind of exercises included.…”

Section: General Issuesmentioning

confidence: 99%

“…A third viewpoint that best corresponds to our vision of a hypertextbook is one that greatly extends the capability of a textbook and "allow[s] for different learning paths through the material for different learning needs, an abundance of pictures and illustrations, video clips where helpful, audio, and -most importantly -interactive, active learning visualizations of key concepts." [50] This last viewpoint is being implemented by Ross both as a computer science hypertextbook, Snapshots of the Theory of Computing [49], and as a biological engineering hypertextbook, Biofilms [13]. Biofilms is a new discipline that needs multimedia movie clips as part of the course content, which makes it a natural fit for a hypertextbook.…”

Section: Variation Of Hypertextbooksmentioning

confidence: 99%

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Merging interactive visualizations with hypertextbooks and course management

Rößling¹,

Urquiza-Fuentes²,

Velázquez‐Iturbide³

et al. 2006

Working Group Reports on ITiCSE on Innovation and Technology in Computer Science Education - ITiCSE-WGR '06

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As a report of a working group at ITiCSE 2006, this paper provides a vision of how visualizations and the software that generates them may be integrated into hypertextbooks and course management systems. This integration generates a unique synergy that we call a Visualization-based Computer Science Hypertextbook (VizCoSH). By borrowing features of both traditional hypertextbooks and course management systems, VizCoSHs become delivery platforms that address some of the reasons why visualizations have failed to find widespread use in education.The heart of the paper describes these features and explains, from both a student and teacher perspective, how each feature adds educational value to a visualization. In some cases, this value focuses on pedagogical issues, taking advantage of known strategies for making visualizations more engaging and effective. In other cases, the emphasis is on making it easier for teachers to use visualizations. A set of possible use scenarios and approaches for increasing interest in adopting a VizCoSH are also presented.

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Section: General Issuesmentioning

confidence: 99%

Section: Variation Of Hypertextbooksmentioning

confidence: 99%

Merging interactive visualizations with hypertextbooks and course management

Rößling¹,

Urquiza-Fuentes²,

Velázquez‐Iturbide³

et al. 2006

Working Group Reports on ITiCSE on Innovation and Technology in Computer Science Education - ITiCSE-WGR '06

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“…All the evaluated systems should be platform independent or otherwise integrable into Web-Based Learning Environments such as JHAVÉ [24] or into hypertextbooks as argued by Ross and Grinder [28]. 4.…”

Section: Systems Should Have a Similar Application Area Thatmentioning

confidence: 99%

Taxonomy of effortless creation of algorithm visualizations

Ihantola¹,

Karavirta²,

Korhonen³

et al. 2005

Proceedings of the 2005 International Workshop on Computing Education Research - ICER '05

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The idea of using visualization technology to enhance the understanding of abstract concepts, like data structures and algorithms, has become widely accepted. Several attempts have been made to introduce a system that levels out the burden of creating new visualizations. However, one of the main obstacles to fully taking advantage of algorithm visualization seems to be the time and effort required to design, integrate and maintain the visualizations.Effortlessness in the context of algorithm visualization is a highly subjective matter including many factors. Thus, we first introduce a taxonomy to characterize effortlessness in algorithm visualization systems. We have identified three main categories based on a survey conducted among CS educators: i) scope, i.e. how wide is the context one can apply the system to ii) integrability, i.e., how easy it is to take in use by a third party, and iii) interaction techniques, i.e., how well does the system support different use cases regularly applied by educators. We will conclude that generic and effortless visualization systems are needed. Such a system, however, needs to combine a range of characteristics implemented in many current AV systems.

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“…Goals include improving exposition through a richer collection of technologies than are available through print textbooks, and increasing student engagement with the material to get them to learn at a higher level in Bloom's taxonomy. See Rössling et al (2006), Ross and Grinder (2002), and Shaffer, Akbar, Alon, Stewart, and Edwards (2011) for background on efforts to define and implement the hypertextbook.…”

Section: The Future: Electronic Textbooksmentioning

confidence: 99%