ABSTRACT
In this case, a hypermedia programme is used for a new visual culture course. The course has two aims. Students are to learn how war is represented in different visual media (e.g. photography and television), and they are to learn how to do research in a non-linear way. The use of hypermedia software is a means to make explicit the process of non-linear structuring of research data. The software is new to all concerned.
Special about this course is that the two teachers treat hypermedia use as an experiment. They do not define a best practice beforehand. They seek diversified hypermedia use and therefore steer as little as possible. In this chapter I analyse their approach as an attempt to sustain and exploit the interpretative flexibility of hypermedia use. It is an attempt to postpone closure, which is a main ingredient of diversification experiments.
It proves difficult for teachers not to give any pointers at all for the use of hypermedia for non-linear research. They partly succeed. At times, the lack of guidance frustrates students. The students’ capacities of home-computer user and experienced learner affect their hypermedia use in the course. In particular during the first weeks, these influences sometimes come into conflict with the course requirements. Some hypermedia uses are constrained by the software. In certain cases students find ways to work around these constraints. Unexpected hypermedia uses develop. Although there is no material to compare with, postponement of closure appears to encourage new uses. Furthermore, it requires frequent reflection on the use of hypermedia for non-linear research. The experiment has led to intense learning by students as well as teachers.
