Conceptualizing a Hypermedia Design for Language Learning

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Abstract
With the rapid development of interactive technology, design models for hypermedia programs need also to evolve to “fit the technology” (Jonassen, 1988). The complexity of the hypermedia environment and human learning requires a framework for analysis that allows for flexibility, fluidity of events, and active interplay among elements in conceptualizing an interactive multimedia program. Operating from a theoretical perspective that carefully defines principles and concepts is the initial requirement. These concepts define the nature of the transformations which will be informed by the choice of thematic and spatial metaphor to orient the learner/teacher as they interact with the complex and sometimes confusing materials and large databases on interactive multimedia programs that use a hypermedia presentation approach.

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