Guided Hypermedia Projects

Guided Hypermedia Projects

Hypermedia Projects

1990 -- AIAA Decelerator Design Guide
Developed in cooperation with the American Institute of Aeronautics and Astronautics and the Department of Energy. This project was the first of several designed to examine the possibility of instructing physical skills.
1992 -- EJ: Electronic Journal of the English Language, Literature, and Pedagogy.
Produced in DOS and served through bulletin board technology, this journal explored the possibility of online hypertext before there was a World Wide Web. The project was abandoned in 1994 with the introduction of Mosaic NetScape.
1994 -- RS-650 Specifications HyperModule
Created to be delivered on CD-ROM disks, this project was and early hypermedia marketing tool that included video, sound, and primitive animations. It is worth pointing out that from this point, most of our presentation metaphors avoid the traditional page.
1994 -- Digital Slide Projector.
Developed in Asymmetric ToolBook to present virtual slides of digital projects. . . One of the objectives of this "projector" was to explore the potential of an environment that used no alphanumeric text (although the projects projected did use traditional texts).
1995 -- Alternative Voices, Alternative Cultures.
Developed in cooperation with Utah State University's Instructional Technologies Department, US West, and the State of Texas, this is a complete, comparative, native American literature course. The course compares myths common to Europe to stories common to native American tribes and recommends novels that manifest those myths in ethnic literature.

1996 -- First Internet-based English course.
In the spring of 1996, we developed and taught our first completely online composition course using funding provided by the Higher Education Technologies Initiative. The course included 23 students scattered across Utah and used a combination of email and WWW technologies. This may be the first of its kind ever taught. (No images of this project were ever recorded.)
1995-97 -- Manufacturing Engineering Safety Modules.
Developed in cooperation with USU's Department of Mechanical and Aerospace Engineering, this instructional project includes 23 modules totaling approximately 1700 pages. All manufacturing engineering students were expected to view relevant modules and pass a test prior to approaching the equipment.
1997 -- Alternate Voices, Alternate Cultures (HTML hybrid).
This HTML revision of the above CD was combined with real-time, interactive, and televised lectures.
1997 -- Introduction to Thermodynamics Online Workbook.
Funded by HETI and USU, this project provided workbook support for community college students planning to attend USU's MAE program. The project was HTML-based, but contained 2-D and 3-D animations and was presented at 1289 X 720 pixels, so was too large to be served over the Internet. Instead, it was delivered on CDs.
1997 -- Virtual Reality Art Museum.
Produced and presented at the Gang of Five invitational art show in San Diego, this project included a three room art museum with a collection of paintings, drawings, and sculptures. Readers strolled through the rooms examining the art while "writing" in their minds a a history and psychological profile of the artist. The project was presented as a postmodern autobiography.
1997 -- MC3223 Parachute Assembly Guide.
This ProcessPreservation© project revisits our 1990 effort to develop a parachute design guide. In this case, we were looking at capturing and preserving a complicated set of professional skills. The project consisted of 40 hours of high resolution and interactive video broken into 5-30 minute segments. The videos were combined with step-by-step instructions.

American educational system

Education in the United States is mainly provided by the public sector, with control and funding coming from three levels: federal, state, and local. School attendance is mandatory and nearly universal at the primary and secondary levels (known inside the United States as the elementary and high school levels). At these levels, school curricula, funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardized testing decisions are usually made by state governments.
The ages for compulsory education vary by state, beginning at ages five to eight and ending at the ages of fourteen to eighteen.[3] A growing number of states are now requiring school attendance until the age of 18.
Compulsory education requirements can generally be satisfied by attending public schools, state-certified private schools, or an approved home school program. In most public and private schools, education is divided into three levels: elementary school, junior high school (often called middle school), and high school. In almost all schools at these levels, children are divided by age groups into grades, ranging from kindergarten (followed by first grade) for the youngest children in elementary school, up to twelfth grade, which is the final year of high school. The exact age range of students in these grade levels varies slightly from area to area.
Post-secondary education, better known as "college" in the United States, is generally governed separately from the elementary and high school system, and is described in a separate section below.
In the year 2000, there were 76.6 million students enrolled in schools from kindergarten through graduate schools. Of these, 72 percent aged 12 to 17 were judged academically "on track" for their age (enrolled in school at or above grade level). Of those enrolled in compulsory education, 5.2 million (10.4 percent) were attending private schools. Among the country's adult population, over 85 percent have completed high school and 27 percent have received a bachelor's degree or higher. The average salary for college or university graduates is greater than $51,000, exceeding the national average of those without a high school diploma by more than $23,000, according to a 2005 study by the U.S. Census Bureau.[4] While the United States presently leads the world with over 5,000 Montessori schools, the People's Republic of China (PRC) has expressed ambitions to replace much of their school system with the Montessori method's pedagogy. As part of a trial run towards achieving this objective, the PRC Minister of Education called for 1,000 teachers to receive certification from the Association Montessori Internationale in 2007. The United States Department of Education has no formal plans to compete against China on similar initiatives at this time.

I choose this educational system for it indicates good benefits among the students and the teacher.The goverment support the school whith hi-tech facilities

Who am i

I am joseph N. Tabique presently studying at university of bohol taking up BSED English major.Im from valencia Bohol.My legal guardian is Mr. & Mrs. Pedro Tabique.I do believe that percieving positive outlook is gaining positive outcomes.