TABLE 1 Cognitive Components of Hypermedia-Based Design
Students designed multimedia documents to present their interpretations of topics like these and to instruct other students. Hence, the multimedia documents functioned to create a form of “jigsaw” classroom (Aronson, 1978) in which students learned about topics not investigated personally by reading the hypermedia documents (and other presentational forms such as posters and video) developed by their peers. Students within design teams assumed a variety of roles according to their interests (e.g., designer of animation, data analyst), but nevertheless, all students participated in an activity related to each of the critical skills displayed in Table 1. For example, all students learned to conduct an interview, to generate a research question, and to use appropriate means, such as electronic search tools, to find information in the school’s library media center. The development of critical standards was fostered by a set of instructional components that collectively
functioned to place student design in the center of classroom activity. These components are described next.