UNIVERSITY OF ARMED FORCES

ESPE
STUDENTS NAME:
SUPPORT CENTER:
CAREER:

HERRERA VERA MANUEL MESIAS

09
LINGUISTIC APPLIED IN ENGLISH

PROGRAM
TUTORS NAME:
LINGUISTICS APPLIED IN ENGLISH PROGRAM

DRA. ATIAJA A. LOURDES N.

5/12/16

HOW CAN USE A HYPERTEXT,

HYPERMEDIA AND MULTIMEDIA FOR
IMPROVING THE LANGUAGE SKILLS?
The interactive communication systems for networkbased hypermedia propose and make possible a kind of
cultural product that is consumed in a nonlinear
fashion, which is organized in oriented interconnection
and integration of knowledge structure.
And away from the authorship and centralized
management, developing participatory communication
processes in which the communicative matter is apt to
be "lived".
BY MANUEL HERRERA

MULTIMEDIA AND HYPERMEDIA - DISTINGUISH

MULTIMEDIA: THIS CONCEPT REFERS TO THE INTERACTION "MAN /
MACHINE". IT WAS THE RESULT OF THE MERGER OF THE COMPUTER, TV,
STEREO AND TELEPHONE, USING THESE DEVICES CAN GIVE EXPOSURE
TO LANGUAGE TEACHING OF ANY LANGUAGE

+
Text

+
Image

+
Sound

Video

MULTIMEDIA AND HYPERMEDIA - DISTINGUISH

THE HYPERMEDIA: THIS CONCEPT REFERS TO THE INTERACTION "MAN /
KNOWLEDGE." MANAGEMENT INFORMATION WHERE THE INFORMATION
UNITS ARE INTERCONNECTED BY LINKS, BY COMBINING THIS MAY
EXPLAIN THE DIFFERENT LEARNING TOPIC IN THE LANGUAGE
DESIGNATED.
HYPERMEDIA, WHICH COMBINES HYPERTEXT AND MULTIMEDIA, IS NOW
THE RICHEST USER SUPPORT BECAUSE IT OBEYS A NETWORK
STRUCTURE. IT IS CONNECTED TO THE MEANS OF COMMUNICATION
COMMUTATIVE (COMPUTER, TELEPHONE) AGAINST THE IRRADIATION OF
THE MEDIA (MEDIA TYPE, RADIO, TELEVISION) TO DISSEMINATE
INFORMATION FROM A CENTER OR WHERE THIS DEVELOPMENT.

HYPERTEXT
HYPERTEXT CAN BE SEEN AS A LINK BETWEEN A SET OF RESOURCES AND A
BODY OF KNOWLEDGE ABOUT THESE RESOURCES, THROUGH AN
ANCHORING MECHANISM, ALLOWING A VARIETY OF COURSES INCLUDING
NAVIGATION FOR THE INFORMATION TO IDENTIFY TECHNIQUES AND
METHODS FOR EASIER TEACHING
HYPERTEXT, RATHER THAN LINEAR TEXT THAT IS, IN ESSENCE, IS A
NETWORK STRUCTURE THAT CAN BE ACCESSED THROUGH LINKS
MATERIALIZED (TEACHING SKILLS) HYPERLINKS.

EDUCATIONAL EFFECTIVENESS ...

HYPERMEDIA PROMOTE EASY AND DIRECT ACCESS TO INFORMATION
THEY ALLOW NON-SEQUENTIAL ACCESS TO KNOWLEDGE (AS OPPOSED
TO A CONFERENCE THAT IS DESIGNED IN A LINEAR FASHION)
THE USER CAN SIMULTANEOUSLY BE THE AUTHOR OF HIS LEARNING, AS
IS THE ONE THAT SHAPES THE INFORMATION TO BE RELEVANT
HYPERTEXT ALLOWS COLLABORATIVE WORK: STUDENTS ARE MORE
ACTIVE, MORE RESPONSIBLE AND COMMITTED. THEY EXCHANGE
INFORMATION, COLLABORATE ON THE TASK AT HAND

... BUT DIFFICULTIES!

THE READING ON THE DISPLAY IS GENERALLY
LESS EFFICIENT THAN ON PAPER (SEE TEXT
FRAGMENTED, EYESTRAIN, READINGPAPILLONNAGE ...)
THE FLEXIBLE STRUCTURE OF HYPERTEXT
LEADS TO ANARCHIC UNSTRUCTURED
KNOWLEDGE.
PURE AND SIMPLE NAVIGATION IS MORE OF AN
EXPLORATION AND DISCOVERY OF
ACQUISITION-UNDERSTANDING (NOT READ
LINK)
THE FORM AND TECHNIQUE ARE GREATER THAN
THE BACKGROUND AND EDUCATION
THE RISK OF DEVELOPING THE "OBJECTORIENTED THINKING" NO GLOBAL COHERENCE
(CF. MISUSE OF COPY AND PASTE)

TEACHING LANGUAGES ...

HYPERMEDIA PLACE IN AN EDUCATIONAL SEQUENCE

Uses
Collective

BEFORE

DURING

Discovery Map subject

AFTER

Plan - illustration - synthesis

Reminders - revisions

(sensibilisation, motivation) collective creation

IndividuAl

Verification and / or
recall prerequisites

Acquisition of knowledge, know-how

working methods, creative
t
tools - research

Acquired verification
resolution problems

preparing files

exposed documentary

evaluation

PLACE HYPERMEDIA IN THE PEDAGOGICAL

RELATIONSHIP
1- THE TEACHER POURS HIS KNOWLEDGE OF THE LEARNER, ONE SPEAKS
AND THE OTHER LISTENS (THIS IS THE TRADITION OF THE LECTURE)
2- LEARNING OCCURS THROUGH DISCUSSION AND THE TWO SIDES ARE
NEGOTIATING (DIALOGUED COURSES)
3- LEARNER DISCOVERS ONLY (AS OF AUTONOMY)
4- TEACHER IS A COUNSELOR, A GUIDE ACCOMPANYING, EXPLICIT AND
EXPLAINS THE DISCOVERY OF LEARNING (GUIDED DISCOVERY)

SYNTHESIS
HYPERMEDIA DOES NOT CREATE THE SAME AUTONOMY IF IT CAN
FACILITATE IT.
DIVERSIFYING THE SOURCES OF INFORMATION (AUDIO / VIDEO / TEXT)
CAN LEAD TO ASPHYXIATION SENSE
THE PROJECT TEACHING IS NOT UNIQUE TO THE DEVELOPMENT OF
HYPERDOCUMENTS. SURVEYS, RESEARCH, INVESTIGATIONS MAY BE
PRACTICED WITHOUT MULTIMEDIA PRODUCTION (THE APPROACH MUST
PREVAIL OVER THE FINISHED PRODUCT)
IT SHOULD ESTABLISH NEW EDUCATIONAL USES OF HYPERMEDIA AND
FROM THEIR POTENTIAL