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  • × theme_ss:"Information"
  • × theme_ss:"Hypertext"
  1. Tergan, S.-O.: Zum Aufbau von Wissensstrukturen mit Texten und Hypertexten (1993) 0.02 
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    Abstract
    Der Beitrag geht zunächst auf traditionelle lineare texte und deren Funktion im Lehr-Lern-Kontext ein. Anschließend werden Befunde der Textforschung dargestellt. Implikationen der Befunde für das Lernen mit Hypertexten werden erörtert sowie Perspektiven einer kreativen Nutzung von Hypertext zur Förderung kognitiver Lernprozesse aufgezeigt
    Source
    Nachrichten für Dokumentation. 44(1993) H.1, S.15-22
  2. Pohl, M.: Hypertext und analoge Wissensrepräsentation : Wie Texte zu Bildern und Bilder zu Texten werden (2003) 0.02 
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    Abstract
    Hypertext ist ein neuartiges Medium des Lesens und Schreibens, das insbesondere die intensive Integration von Text und Bild ermöglicht. Text erhält einen bildlichen Charakter, und Layout und Graphik vermitteln wesentliche Information. Hypertext ist auch interaktiv und unterstützt autonomes Arbeiten und Lernen. Schreiben von Hypertext unterscheidet sich daher stark vom Schreiben linearer Texte. Diese innovativen Eigenschaften machen es oft schwierig, Hypertext in der universitären Lehre einzusetzen. StudentInnen zögern oft, Hypertext zu verwenden, da sie Probleme mit seiner vernetzten Struktur und seinem «bildlichen» Charakter haben. Die Beobachtung des Einführungsprozesses von Hypertext kann Einsichten darüber vermitteln, wie diese Probleme überwunden werden können.
    Content
    Inhalt: Geschichte der Medien des Lesens und Schreibens - Veränderung des Schreibprozesses durch Hypertext - Didaktische Funktion von Bildern - Hypertext und Visualisierung - Empirische Untersuchung des Einführungsprozesses von Hypertext in der universitären Lehre.
  3. Hammwöhner, R.: Kognitive Plausibilität : vom Netz im (Hyper-) Text zum Netz im Kopf (1993) 0.01 
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    Abstract
    Dieser Beitrag diskutiert die Frage, inwieweit Hypertext als informationsvermittelndes System dem menschlichen Wahrnehmungsapparat adäquat ist. Die Vorgehensweise ist vergleiched. Konventioneller linearer Text wird, allein aufgrund seines Erfolgs in der kulturellen Tradition, als adäquat vorausgesetzt. Anhand grundlegender Maximen der Interaktion werden Parallelen und Unterschiede zwischen Text und Hypertext aufgezeigt, und die Konsequenzen dieser Gegenüberstellung werden anhand eines konkreten Hypertextsystems dargestellt
  4. Wingert, B.: Äußerer und innerer Hypertext : eine notwendige Differenzierung, verdeutlicht am Flusser-Hypertext (1993) 0.01 
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    Abstract
    Einen Großteil der mit Hypertexte verbundenen Programmatik könnte man als das 'Externalisierungs-Postulat' bezeichnen, d.h. die Erwartung, daß es besser sei, implizite Bezüge und Verweise in einem Text (oder komplexerem Material) explizit als 'links' zu verdeutlichen und sie damit dem Leser als weiteren, fortführenden oder konterkarierenden Stoff anzubieten. Am Beispiel des 'Flusser-Hypertextes', einer Entwicklung des 'Projekts Elektronisches Buch (PEB)', wird zunächst gezeigt, zu welcher Unübersichtlichkeit die Explizierung aller textlich angelegten Verweise führen würde. Danach wird die Problematik impliziter Verweise betrachtet
  5. Iske, S.: Vernetztes Wissen : Hypertext-Strategien im Internet (2002) 0.01 
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    Abstract
    Hypertext ist der Faden, der das Wissensnetz knüpft. Hypertext eröffnet qualitativ neuartige Formen der Darstellung und des Zugangs sowie spezifische Aktivitäten und Umgangsformen mit Information und Wissen. Damit ist Hypertext die Schlüsseltechnologie des neuen Mediums Internet und gewinnt im Bildungskontext zunehmend an Bedeutung. Wie findet man sich in stark vernetzten medialen Umgebungen zurecht? Was ist zu beachten, wenn man selbst Informationen, Daten und Dokumente mittels Hypertext vernetzen will? Welche Besonderheiten gelten dabei für Texte, multimediale Anwendungen, Lernprogramme, Websites und Portale? Dieses Buch beantwortet solche Fragen. Es beschreibt die Möglichkeiten von Hypertext zum Erkunden und Gestalten vernetzter Strukturen. Das neuartige Potenzial der Vernetzung wird dabei aus bildungstheoretischer Perspektive untermauert. Damit bietet es wertvolles Hintergrundwissen für alle, die sich auf das Internet als Bildungsmedium einlassen wollen.
    Series
    Wissen und Bildung im Internet ; Bd. 5
  6. Smith, L.C.: "Wholly new forms of encyclopedias" : electronic knowledge in the form of hypertext (1989) 0.01 
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    Date
    7. 1.1996 22:47:52
  7. Schwab, P.: Wissensvermittlung und neue Technologien : ein medienpsychologischer Beitrag (1996) 0.01 
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    Content
    Die Wissensklufthypothese: eine Kurzskizze - Sozialstruktur - Wissen und Wissensklüfte - Informationsfluß - Multimediale Technologie und Konzepte - Hypertext und Hypermedia - Cyberspace und Virtuelle Realität (VR) - Medienpsychologisches 'Know How' als Navigationshilfe
    Source
    Mediale Klassengesellschaft? Politische und soziale Folgen der Medienentwicklung. Hrsg.: M. Jäckel a.a
  8. Kerckhove, D. de: Medien des Wissens : Wissensherstellung auf Papier, auf dem Bildschirm und Online (2000) 0.01 
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    Source
    Weltwissen - Wissenswelt: Das globale Netz von Text und Bild. Hrsg.: Christa Maar, u.a
  9. Idensen, H.: Hypertext als Utopie : Entwürfe postmoderner Schreibweisen und Kulturtechniken (1993) 0.01 
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    Abstract
    Die Datenkonfigurationen digitaler Medienverbundsysteme sind linear nicht mehr lesbar. Die scheinbar referenzlose Austauschbarkeit aller Zeichensysteme ist eine Fehlinterpretation der Informationstechnologien durch den Logos der Schriftkultur. Hypertext dagegen ist eine Strategie der Vernetzung unterschiedlichster Medienströme und Kommunikationsformen
  10. Duchastel, P.C.: Examining cognitive processing in hypermedia usage (1990) 0.00 
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    Abstract
    As a growing learning technology, hypermedia needs to be examined in terms of the cognitive processes it encourages in users. Descusses the characteristics that circumscribe hypermedia. Presents 2 perspectives on learning from hypermedia: purpose of usage (culture, education, information) and usage context. Describes 4 cognitive processes involved in hypermedia usage: browsing, searching, integrating, and angling (establishing multiple perspectives). Discusses 2 cognitive pitfalls: hyperspace wandering and cohesion deficit
  11. Marchionini, G.; Xia, L.; Dwiggins, S.: Efforts of search and subject expertise on information seeking in a hypertext environment (1990) 0.00 
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    Abstract
    As part of ongoing investigation of information seeking behaviour of end users in electronic environments, a comparison was made of those users having expertise in a topic area and those with expertise in online searching. Computer scientists and online search specialists conducted assigned searches in a HyperCard database on the topic of hypertext. Both groups of experts were able to conduct successful searches and outperformed a novice control group. Search specialists took slightly less time tahn the domain experts, modified queries by adding terms found in the text, and tended to focus on query formulation. Domain experts focused on the text and used their domain knowledge for further question answering
    Source
    ASIS'90: Information in the year 2000, from research to applications. Proc. of the 53rd Annual Meeting of the American Society for Information Science, Toronto, Canada, 4.-8.11.1990. Ed. by Diana Henderson
  12. Kircz, J.G.: Modularity : the next form of scientific information presentation? (1998) 0.00 
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    Abstract
    The development of electronic publishing heralds a new period in scientific communications. Besides the obvious advantages of an almost endless storage and transport capacity, many new features come to the fore. As each technology finds its own expressions in the ways scientific communication take form, we analyse print on paper scientific articles in order to obtain the necessary ingredients for shping a new model for electronic communications. A short historical overview shows that the typical form of the present-day linear (essay-type) scientific article is the result of a technological development over the centuries. The various characteristics of print on paper are discussed and the foreseeable changes to a more modular form of communication in an electronic environment are postulated. Subsequently we take the functions of the present-day scientific article vis-à-vis the author and the reader as starting points. We then focus on the process of scientific information transfer and deal essentially with the information consumption by the reader. Different types of information, at present intermingled in the linear article, can be separated and stored in well-defined, cognitive, textual modules. To serve the scientists better in finding their way through the information overload of today, we conclude that the electronic transfer of the future will be, in essence, a transfer of well-defined, cognitive information modules. In the last part pf this article we outline the first steps towards a heuristic model for such scientific information transfer
  13. Warner, J.: Information, knowledge, text (2001) 0.00 
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    Footnote
    Rez. in: JASIST 53(2002) no.8, S.690-691 (J. Andersen)
  14. Shum, S.: Real and virtual spaces : mapping from spatial cognition to hypertext (1990) 0.00 
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    Abstract
    Parallels are frequently drawn between navigating through everyday spatial environments and information systems, hypertexts being a particular case in point. Examnines the cognitive mapping theory often borrowed implicitly from spatial cognition research which has a bearing on the appropriateness of using spatial imagery in hypertext. identifies conceptual differences between euclidean and virtual spaces and considers ways in which to make information spaces more coherent. Describes demonstration hypertext browser incorporating some of the cognitive principles discussed
  15. Sociomedia: multimedia, hypermedia, and the social construction of knowledge (1992) 0.00 
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    Footnote
    Rez. in: Journal of documentation 50(1994) no.2, S.144-146 (D. Badenoch); JASIS 47(1996) no.5, S.402-403 (J. Beheshti)
  16. Jonassen, D.H.; Grabinger, R.S.: Problems and issues in designing hypertext/hypermedia for learning (1990) 0.00 
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  17. McKnight, C.: Hypertext and navigation : a problem or a solution? (1993) 0.00 
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    Abstract
    The paper consists of a series of charts and diagrams rather than a text. Considers the way in which users of printed information sources develop a mental map to assist them in navigation and transfers the psychological concepts underlying the development of such mental maps to the design of hypertext searching systems for computerized information retrieval
  18. Recker, M.M.: Cognitive media types for multimedia information access (1995) 0.00 
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    Abstract
    Proposes a theoretical framework for organizing information and activities in educational hypermedia systems. Focuses on the content that can be represented within a physical media, rather than the physical media itself. Proposes a theory of cognitive media types based on the inferential and learning processes of human users. Presents an implemented computer system, called AlgoNet, that supports hypermedia information access and constructive learning activities for self paced learning in computer and engineering disciplines
  19. Pastor, J.A.S.: ¬El nuevo documento electronico de la tabla relacional al hiperdocumento (1996) 0.00 
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    Abstract
    Criticizes the current processes of information management, with the objective of arriving at a new concept of the electronic document. Discusses problems of human language in the context of information management. Examines the problem of information from the point of view of the structure of knowledge, by analysing dysfunction in current processes of information management. Proposes a model of knowledge nearer to the human mind called 'document hypertext'. A combined interface of information management id also applicable in studies of hardware, graphic interfaces and metaphors of visualization of information. The current excessive fragmentation and artificial treatment of information structures could be avoided by simplifying of processes of information management and creating integral interfaces that bring information systems closer to the user
  20. Claassen, W.T.: Transparent hypermedia? (1992) 0.00 
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    Abstract
    Considers why the use of hypermedia has not been more widely accepted and applied in practice, given that it is such a powerful information handling technique and it has been commercially available for 5 years. Argues that hypermedia is not sufficiently open or transparent to users, enabling them to find relevant information relatively easily and at a high level of sophistication. Suggests that a higher degree of transparency can be obtained by taking into account a variety of issues which can best be accomodated by the designation information ecology

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