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* Ken Foote's Presentation at HT&T96, Slide #1


Department of Geography

University of Texas at Austin

I. The Geographer's Craft Project

II. The Virtual Department Project

* Ken Foote's Presentation at HT&T96, Slide #2

The Information Revolution and Geography

Discipline-Specific Tools


Information technologies have had dramatic effects on all of these.

How do we meet the challenge of weaving these technologies into education?

* Ken Foote's Presentation at HT&T96, Slide #3

The Project Ideas

  1. Attempt to reconceptualize the role of geographical tedirniquesin the undergraduate curriculum by more closely integrating instruction in geographical methods with education in geography's research traditions
  2. Based on a problem-solving, rather than exercise-centered approach using interesting geographical issues and "learning" strategies to teach "appropriate" techniques
  3. Organized around a two-semester introductory course sequence, 2-3 projects per semester
  4. Attempts to integrate the teaching of many computer-based techniques included cartography, CAD, GIS, remote sensing and statistics
  5. Based upon the gradual conversion of course into hypermedia and multimedia format to create an on-line electronic textbook.
  6. Takes a broad view of how information technologies are affecting geography and the academic environment, more than just GIS and teclmiques. Computer literacy implies "computer-assisted reasoning"


    * Ken Foote's Presentation at HT&T96, Slide #5

    Toward the Electronic Textbook

    Composed of text, images, maps, motion video, and sound linked electronically by multiples routes, chains, or trails in an open-ended, perpetually unfinished assemblage described best in terms of links, nodes, networks, webs, and paths. The term is synonymous with multimedia and closely related to hypertext.
    1. Uses text, images, motion video, and sound to take adwa~e of best and most appropriate resources, omes with which students are now familiar
    2. Can promote independent thought and problem-solving skills
    3. Enriches traditional lecture and discussion formats, does not replace them
    4. Is intrinsically nonlinear
      • Can be used to mirror non-linear, associative reasoning and thought
      • Linearity can be simulated, if need, to aid navigation
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