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The expression-representation perspective emphasizes the Web as a novel, distinct form of publication of
informative materials that does more than simply replicate other forms. As we see at greater length in the
paper, it is not so much the actual Web documents (Web pages) that distinguish this perspective, but
rather the context of usage (rapid and rich access, hypermedia linking, etc.). A crucial question for the
field then is how we capitalize on this rich environment by designing optimal Web documents for learning
purposes?
Design framework
An important issue that underlies design considerations is that of the directiveness of the learning
materials. Under another guise, this issue of learner control has been with the field of computer-based
instruction ever since its inception (Duchastel, 1994). On the one hand, some forms of instruction are very
didactic and strongly guide the learner to the achievement of very specific learning outcomes. Formal
instructional systems design (ISD) is the appropriate methodology for this approach (Gagné et al., 1988).
Along the way are forms of instruction that create a context for guided exploration, often supported by
more advanced intelligent CAI systems; here, the design methodology of choice may well be one derived
from an artificial intelligence software design context (Duchastel, 1991). At the far end of the spectrum,
we find fully autonomous learners guided more by their interests and personal learning goals (the
situation of informal learning on the Web). It is in this realm that we see a strong need for a design
methodology that is adapted to the particular style of interaction that the Web generally entails
(Duchastel, 1990; Nielsen, 1995).
Learning context is central to adapting a design process to the web environment. In particular, the issue of
level of learning is crucial. In traditional learning contexts, the level of difficulty is carefully controlled
through adaptive means so that learning processes are optimized. Simplification and structural support
(sometimes called intellectual scaffolding) are instructional means used to achieve this optimum level of
learning. These, however, are generally not present in a typical web context, with the consequence that
greater cognitive demands are put on the user-learner to make the best use possible of the information
resources available. The paper explores these cognitive demands and proposes a set of learning
requirements based on the factors of interest, comprehension and retention.
Personal context: Effort and interest (the effin factor)
The notion of an information-rich learning context greatly affects traditional forms of learning and
instruction. An information-rich context means not only one in which a rich store of information exists,
but more importantly, one in which there is easy access to that information. The reason the printed
resource is so appealing today as a learning resource is quite simply that it is very readily available.
It is useful to ponder the notion of an ever-increasing information-rich learning milieu, for there is
something at once fascinating and suspicious about the possibility that merely increasing information
accessibility will lead to more and better learning.
Let's start by considering the current situation. Until recently (and even today), the typical student may not
have had instant access to all desired information, yet there was a tremendous wealth of information
available both in a home's encyclopedia and in the local public library. However, despite this vast wealth
of information in the student's educational context, there was relatively little use made of it (certainly
much less use than one might initially expect). Why is this ? The answer lies in the relationship that
exists, at a psychological level, between personal effort and interest, what can be called the effin factor (an
effort-to-interest trade-off).