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Abstract | Navigating this hypertext | Course web site

Hypertext Abstract:

In the Fall of 1999, I taught a course called "HyperRhetoroids: The Rhetoric of Hypertext." Students read hypertext fiction and poetry, analyzed a variety of "texts," and created web-sites to show the results of their efforts.

This brief hypertext is a narrative about the design, assignments, and results of that course. The largest section contains my commentary about Student Responses to the course with references to student Online Learning Records and their course evaluations (more complete samples are also included). Though no formal arguments are made, it is implicit in the narrative that:

1. Hypertext provides a valuable tool for teaching writing and reading
2. Collaboration and student independence (owning their own learning) are vital aspects of the learning milieu
3. Theories of distributed cognition, situated learning, and learning as an ecology provide important pedagogical models
4. One need not focus on "teaching the technology" in order to teach in a c-a classroom.
5. The Online Learning Record is an especially significant tool for the development of both student and teacher.

Two additional comments seem critical. First, without institutional support for the implementation of such pedagogy, both financially and philosophically, an effort such as this would not be possible. Second, that support needs to extend to the level of formal, long-term studies of such efforts in situ.

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