Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

2.6 Teaching and learning strategies 2 LITERATURE REVIEW
the part of the development expert could be minimised and the teacher would have
an easy to use tool for the creation of educational hypermedia.
To achieve this result, several problems have to be solved. At the initial stage of
the project, we are dealing with three major aspects:
• What specific requirements for a hypermedia authoring tool do teachers
have?
• What kinds of teaching strategies exist and how are these strategies com-
putable in educational hypermedia?
• What technology should be used to achieve the separation of functional and
knowledge based content?
2.6.2 Approaches
What specific requirements for a hypermedia authoring tool do teachers have?
To answer this question, several approaches had to be considered. The following
steps were planned: Literature review, questionnaires and personal interviews.
Further work on the project required additional investigation, and other techniques
like prototype testing and evaluation were used.
What kinds of teaching strategies exist and how are these strategies com-
putable in educational hypermedia?
Research in the field of teaching and learning strategies is extensive and many
teaching and learning strategies have already been analysed and described [2][18]
[19][20]. Some of these strategies are of a computable nature, e.g. Guided Tours,
Question & Answer, others, like the learning of motor skills, e.g. how to hold a
pen with one finger, are not. A taxonomy of these teaching and learning strategies
was built and their suitability in educational hypermedia was evaluated during this
project. For this taxonomy we used hypermedia primitives, like conditional navi-
gation, sequencing nodes, dynamic node construction, and so on. If a teaching or
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