Thesis (M.S.)--Rochester Institute of Technology, 1991. / Spine title: Hypermedia construction and browsing system in ... Includes bibliographical references (leaves 33-34).

Thesis (Ph. D.)--Indiana University, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 126-133).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 387-401). Available also in an electronic version.

Title from PDF of title page (University of Missouri--Columbia, viewed on March 8, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Rose M. Marra. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 177-189).

Thesis (M.A.)--Montana State University--Bozeman, 2007. / Typescript. Chairperson, Graduate Committee: Michael Sexson. Includes bibliographical references (leaves 78-81).

The creation and development of educational hypermedia by teachers and educational staff is often limited by their lack of computing skills, time and support from the educational institutions. Especially the lack of computing skills is a hinderance to most of today’s educational experts. The problem is to find out how those educational experts could be supported by computer based tools which are tailored especially to their needs without having any technical limitations. In this study the separation of technical and educational content in educational hypermedia is examined as a solution to this problem. The main hypothesis of this study is that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies and their conversion into an authoring tool. Such an authoring tool would make the creation of educational hypermedia very easy for teachers and therefore enable them to overcome the existing obstacles. The development of a new model, the creation of a new XML language and the implementation of a new authoring tool form the basis for a detailed investigation. The investigation was done by undertaking several research tasks like the evaluation of the XML language and the authoring tool by a group of educational experts of different knowledge domains, the practical usage of the authoring tool for the creation of real-life based educational material and the analysis of the gained research results. The analysis of the qualitative data showed that the separation of educational and technical content in educational hypermedia is possible and that it can be applied by educational experts with low computing skills as well as by technical experts with no educational background. Furthermore, the analysis allowed some additional insights into the creation of educational material by teachers and how it can be improved. The main conclusion of this study is that authoring tools in educational hypermedia should use the separation of educational and technical content based on different teaching and learning strategies which allows educational experts with low computing skills to create educational content for delivery via the World Wide Web.

Made available in DSpace on 2016-03-07T19:20:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-20. Added 1 bitstream(s) on 2016-03-07T19:24:27Z : No. of bitstreams: 1 000856317.pdf: 2446766 bytes, checksum: 0beb5997425b4ceda3e9b6b2c701f725 (MD5) / Com o advento da internet e das novas tecnologias, as mudanças ocorridas no ler e no escrever têm gerado discussões relacionadas à melhor forma de proceder no processo de ensino-aprendizagem das competências leitoras e escritoras na escola. Esta pesquisa, de cunho qualitativo, tem como objeto de estudo observar os gêneros digitais e o hipertexto na sala de aula e como estes propiciam ao aluno uma maior interação com essas novas formas de letramento. Entendemos que proporcionam múltiplas semioses (textos, imagens e sons) em relação à natureza dos recursos linguísticos utilizados e buscamos entender como estes podem melhorar e aprimorar o desenvolvimento das competências leitora e escritora. A investigação aqui conduzida busca o estudo de estratégias que podem ser adaptadas ao ensino do hipertexto, a partir das concepções do texto impresso que a maioria dos alunos já domina, por meio de uma Sequência Didática, com a produção de uma retextualização em plataforma Wiki, por alunos de 9º ano do Ensino Fundamental em uma escola pública / With the advent of the Internet and new technologies, changes in reading and writing have generated discussions regarding the best way to proceed in the process of teaching and learning of readers and writers skills in school. This qualitative research has as object of study observe the digital genres and hypertext in the classroom and how they provide the student a greater interaction with these new forms of literacy. We understand that provide multiple semiosis (texts, images and sounds) on the nature of the used language resources and seek to understand how they can improve and enhance the development of reader and writer skills. The research undertaken here aims to study strategies that can be adapted to hypertext teaching, from the printed text of the concepts that most students have mastered through a Didactic Sequence. By doing this, students in 9th grade of elementary school in a public school will produce a retextualization in Wiki platform

Orientadora: Daniela Nogueira de Moraes Garcia / Banca: Heloisa Helou Doca / Banca: Mariangela Braga Norte / Resumo: Com o advento da internet e das novas tecnologias, as mudanças ocorridas no ler e no escrever têm gerado discussões relacionadas à melhor forma de proceder no processo de ensino-aprendizagem das competências leitoras e escritoras na escola. Esta pesquisa, de cunho qualitativo, tem como objeto de estudo observar os gêneros digitais e o hipertexto na sala de aula e como estes propiciam ao aluno uma maior interação com essas novas formas de letramento. Entendemos que proporcionam múltiplas semioses (textos, imagens e sons) em relação à natureza dos recursos linguísticos utilizados e buscamos entender como estes podem melhorar e aprimorar o desenvolvimento das competências leitora e escritora. A investigação aqui conduzida busca o estudo de estratégias que podem ser adaptadas ao ensino do hipertexto, a partir das concepções do texto impresso que a maioria dos alunos já domina, por meio de uma Sequência Didática, com a produção de uma retextualização em plataforma Wiki, por alunos de 9º ano do Ensino Fundamental em uma escola pública / Abstract: With the advent of the Internet and new technologies, changes in reading and writing have generated discussions regarding the best way to proceed in the process of teaching and learning of readers and writers skills in school. This qualitative research has as object of study observe the digital genres and hypertext in the classroom and how they provide the student a greater interaction with these new forms of literacy. We understand that provide multiple semiosis (texts, images and sounds) on the nature of the used language resources and seek to understand how they can improve and enhance the development of reader and writer skills. The research undertaken here aims to study strategies that can be adapted to hypertext teaching, from the printed text of the concepts that most students have mastered through a Didactic Sequence. By doing this, students in 9th grade of elementary school in a public school will produce a retextualization in Wiki platform / Mestre

Orientador: Ivan Luiz Marques Ricarte / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-23T14:23:02Z (GMT). No. of bitstreams: 1 Paula_AntonioRobsonde_M.pdf: 2192634 bytes, checksum: 784144ac9e95cba5851bf336a6acc277 (MD5) Previous issue date: 2013 / Resumo: O termo hipertexto foi introduzido por Theodore Nelson em 1965 e, desde então, houve muitos avanços tecnológicos que popularizaram a navegação em hipertextos. Apesar disso, o processo de produção de hipertextos com múltiplas perspectivas de leitura é ainda objeto de estudos pela comunidade de pesquisadores da área, que apresenta demandas ainda não atendidas. Uma delas é a facilitação para a produção de hipertextos a partir de conteúdos existentes na forma de textos tradicionais, lineares. Este trabalho apresenta uma revisão das pesquisas relacionadas à produção de hipertextos e propõe um processo de retextualização digital para a construção de hipertextos a partir de um texto linear. Adicionalmente, é proposta uma ferramenta de autoria de hipertextos inspirada nesse processo. Um exemplo de aplicação do processo e do uso da ferramenta ilustra a viabilidade de construção de hipertextos segundo essa abordagem / Abstract: The term hypertext was introduced by Theodore Nelson in 1965 and, since then, several technological achievements have eased hypertext browsing. Notwithstanding, the process of hypertext authoring, mainly when it shares several points of view, is still a subject largely discussed among researchers in this field, with demands not yet addressed. One of such demands is easing the process of converting a linear text into hypertext. This work presents a review on related work about hypertext production, and proposes a strategy for digital retextualization, a process to build hypertext from linear texts. Additionally, a hypertext authoring tool to support this process is proposed. A sample application of the process and the use of the tool are presented, and they illustrate the feasibility of authoring hypertext with this strategy / Mestrado / Engenharia de Computação / Mestre em Engenharia Elétrica