Abstract
The design and development of adaptive hypermedia (AH) listening environments consist of different stages. Each stage in design and development of AH listening applications is vital in the design and development process so that cost-effective AH listening software can be designed and developed in a true sense. Pedagogically, epistemologically, and technically, a wide range of design principles and guidelines have to be heeded at each design and development stage so that effective and efficient AH listening environments can be designed and developed.
TopIntroduction
Adaptive hypermedia (AH) is the combination and instantaneous delivery of a wide range of different digital learning elements such as audio, video, text, pictures, graphics and so forth on the same digital platform that (a) are provided through links to retrieve information on the same digital environment, (b) are interactive and navigational, which provide ease of use and user control, and (c) are personalised (Brusilovsky, 1996; Shute & Zapata-Rivera, 2012; Turel, 2015a; 2018). In other words, when we –designers and developers of AH learning environments- speak of AH, mostly one thing comes to mind. It is the use of optimum combinations and instantaneous delivery of digital video, audio, texts, visuals (i.e. pictures, images, photographs, graphics, tables, figures and so on), animations, hyperlinks, instructions, tasks, activities, feedback, help, glossary, captions etc. on the same digital platform, which are totally computerised and under computer as well as learners’ control. This digital platform also enables learners to make preferences. These preferences, their individual needs and learning goals are recorded, and then AH listening application “uses them throughout interaction with the learners in order to meet their personal needs so that they can learn better” (Turel, 2018, p. 2357; see also Brusilovsky, 2007; Brusilovsky 2012; Brusilovsky, Eklund & Schwarz, 1998; Brusilovsky & Millán, 2007).
The design and development of AH listening environments consist of different stages (e.g. Turel 2015a). These stages are: (1) Needs analysis (i.e. feasibility), (2) Setting-up (a) team(s) of experts, (3) Design, (4) Development (i.e. programming), (5) Testing and (6) Evaluation (Figure 1). Each design and development stage of AH listening environments is vital in the design and development process of cost effective AH listening applications. A wide range of design principles and guidelines have to be borne in mind at each design and development stage of AH learning systems so that effective learning environments can be designed and developed in a true sense.
Figure 1. The design and development stages of AH listening environments
To achieve creating cost-effective AH learning environments, a very wide range of instructional design models, which aim to provide pedagogically and epistemologically effective and efficient design principles and guideless for creating instructional activities for different purposes, have been suggested, prescribed as well as accepted (e.g. Branch & Kopcha, 2013, Şimşek, 2016). While some of these instructional design models are already tested (and accepted), the others have yet to be.
In this chapter, an instructional design model for design and development of AH listening environments is suggested. Each stage of the suggested instructional design model (i.e. AHLE Model – Adaptive Hypermedia Listening Environments Model) is explained thoroughly and the pedagogical and epistemological principles and guidelines that need to be taken into heed at each stage are explained clearly. Let us now look at these stages one by one and clearly indicate what needs to be taken into heed at every single stage.
Key Terms in this Chapter
Hypertext: It is a type of text retrieval system that enables target users to access instantaneously particular media types in certain locations or files in digital applications, webpages, or other digital environments.
Instructional Design Model: From the point of view of designing and developing AH listening environments, an instructional design model is a set of principles and guidelines that enable designers and developers of adaptive hypermedia listening environments to design and develop pedagogically cost-effective listening applications so that target instructional goals can be achieved.
Listening: It is a process of giving conscious and purposeful attention, following, and understanding input/messages so that meaning can be derived out from that input/message.
Adaptive Hypermedia: It refers to the pedagogically effective and efficient combination and instantaneous delivery of a wide range of digital elements (i.e., input, texts, sound, audio, visuals, animation, video, feedback, instructions, glossaries, self-assessment tests, etc.) on the same digital platform that adapts the learning contents to the needs of different learners who are diverse in terms of abilities, levels, interests, backgrounds, and other characteristics. In other words, it is the hypermedia environment that provides ‘personalized learning’.
Hypermedia: Interactive multimedia is also called hypermedia.
Hyperlinks: It refers to a word, button, image, icon and so on in a digital environment on which target users can click to navigate to any part of the digital environment.
Interactive Multimedia: The pedagogically and instructionally effective and efficient combination and instantaneous delivery of a wide range of digital elements on the same digital platform which have links between elements in the form of hypertexts, buttons, hotspots, or hyperlinks to create an interactive application in which target users can navigate in the way and as they need to.
Multimedia: It is the effective and efficient combination and instantaneous delivery of digital learning elements on the same digital platform.