Discusses parallels between Bloom's taxonomy for cognitive learning outcomes and hypertext design, and argues that hypertext designs should be consistent with desired learning outcomes. Bloom's taxonomy is explained; hypertext designs are described and diagrammed; and the need for more research connecting hypertext design and effective learning is…

Reconsiders and affirms the general model of factors that influence the portability potential of educational software by summarizing the articles in this special issue. Factors that received the most attention include software design and development; overall instructional approach; teacher training; and cultural assumptions. Areas for further…

Describes initial design considerations and implementation issues for a hypertext retrieval system for structured bibliographic data. Previous research on information retrieval and hypertext is reviewed; HyperLynx, a hypertext prototype information retrieval system that emphasized ease of use and browsing capabilities, is explained; and further…

Discussion of user-friendly computer systems focuses on the use of learners' mental models to help in the design of interactive learning systems. Topics addressed include interactivity; human factors research; human-computer interface issues; individual differences, including learning styles and prior experience; cognitive load; measuring mental…

Argues that the prevailing computer science orientation to data visualizations is severely limited for addressing usability concerns associated with supporting users in three critical problem areas: sophisticated visual literacy, complex data analysis, and new paradigms of visual inquiry. Argues that current object-oriented usability…

Discussion of the portability of educational software focuses on the software design and development process. Topics discussed include levels of portability; the user-computer dialog; software engineering principles; design techniques for student performance records; techniques of courseware programing; and suggestions for further research and…

Discusses research issues related to using cognitive learning and instructional theory to design technology-based learning environments such as hypertext and hypermedia. A "Theory-to-Design" framework is described, and the framework is then used to analyze theoretical and design issues raised in a hypermedia research project. (Contains…

Examines the origins of small-group learning and distinguishes cooperative learning from other methods. Highlights include assessing the effects of cooperative learning, including cognitive effects; designing effective software for cooperative groups, including accountability, interdependence, interaction, ability grouping, age, collaborative…

Reviews the use of spatial data and information technology by environmental managers and emergency responders. Discussion includes environmental legislation, the Toxic Chemical Release Inventory (TRI) database, public access to environmental information, information standardization problems, emergency response software development and a case study…

A gender gap between boys and girls has been reported in computer usage. Graphics may play a role in bridging that gap because of their motivational value. The literature reports gender differences regarding graphic content, color, detail, size, and movement. Based on these findings, preliminary design guidelines for graphics in computer-based…

This report of a seminar on information technology (IT) and language development begins by presenting background on language skills and information technology in order to define the scope of the topic. The report then pulls together and elaborates on the output of the seminar. The first section discusses media-centered issues, including the design…

Examines the potential use of interactive video (IV) to make primary school student teachers more aware of the process of learning how to teach. Shulman's distinction between subject matter and pedagogical knowledge is discussed, and four IV programs are described that portray typical primary classroom practices. (27 references) (LRW)