Hypermedia has incredible potential as a tool for teaching in the university, which has confined itself largely to the first two generations of media - talk and chalk. This paper describes the use of hypermedia by the author in his lectures, seminars and tutorials.

      The four communication settings in university are listed in Figure 9. hypermedia simulates the fourth setting, which is the real-life situation of the student. He/she is dealing with information from many sources (various professors, parents, friends, media, and so on) impinging on a single destination. Let us look, in turn, at the use of hypermedia in each of the three other settings.


      Before each of my classes, the students are given a handout which includes an outline of the presentation, the figures, and the references. This enables them to be scholars rather than secretaries. There is no need to feverishly make messy, inaccurate copies of my material. They are encouraged however to make, rather than take, notes on the content of the lecture.

      The cards are projected on a screen using an electronic blackboard attached to the computer. This establishes a common visual space. The advantage of the electronic blackboard over the traditional blackboard, is that the material need not be laboriously and messily written and drawn, then rewritten and redrawn the following year. The advantage over the overhead projector with transparencies is fully appreciated only when animation is used. It is difficult to show 24 transparencies per second.

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