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Title: The development of an explanatory model and assessment instrument to describe and evaluate the production of hypermedia compositions by further education students.
Author: Jameson, Jill.
ISNI:       0000 0001 3588 9688
Awarding Body: King's College London (University of London)
Current Institution: King's College London (University of London)
Date of Award: 1999
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This case study explores the development of an explanatory model and assessment instrument to describe and evaluate the production of creative hypermedia compositions by adult novice Further Education learners. Hypermedia provides a "new" composition environment that potentially facilitates students' progressive maturation in self-expression through the active processes of authoring their own works. A relative lack of mature theoretical precedents meant a new explanatory model and assessment instrument was developed. This was informed by previous research on constructivism, cognitive writing theory and literary and media theories. The application of both "planning" and "discovery" techniques for composing in an enriched environment with "scaffolding" support from a tutor, their peers and paperbased concept mapping enabled students to author hypermedia compositions showing significant growth according to three "creativity" variables of "originality?", fluency and complexity, as measured by the assessment instrument. Successive drafts of students' compositions were evaluated to identify developmental stages in the process of increasing learner capability, as students engaged with the complexity of hypermedia as "designers", with increased concentration and purposefulness. The study found that, if supported in an authentic learning context, students create compositions that seem to become simultaneously more "original?", fluent and complex over time. A tendency to get "lost" in the intermediate composition stages indicates that a period of "creative mess" may occur when students compose in the medium of virtual space. This period of aporia challenges students to engage mindfully at deeper levels of complexity in hypermedia composition. While some students find planning strategies such as concept mapping helpful in learning from this phase, others are "Discoverers" in composition, needing to explore more serendipitously. By overcoming the challenge of disorientation in composition, students may benefit from the "cognitive residue" resulting from gains in self-empowerment, and in expressive, creative design and problem-solving capabilities, the result of working with hypermedia.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Education & training