Hypervideo design and support for contextualized learning

Abstract

The aim of this paper is to discuss how new video based technologies, such as hypervideo, can provide authentic contexts to support meaningful learning. We approach the issue from both cognitive-psychological and technological perspectives. First, we discuss how cognitive and socio-cognitive processes generally involved in learning and collaborative knowledge building relate to the specific characteristics of hyperlinked videos, informing their design. Then, with regard to technology, we introduce two concepts, which provide tools for crafting and interacting with non-linear knowledge structures based on dynamic video information. Case studies and first research findings are presented and prospects for future research are outlined.