Education's arrow.
I first examined this issue in these columns three and
a half years ago. Back then I expressed what I guess might be called an unrepressible
hopefulness about the fact that hypertext offered the reader the possibility of
determining his or her own path within a web of collected materials. I admitted
that such an approach went against the grain of most educational practice, but
I hoped that the possibilities inherent in associative hypertext would bring about
the more widespread adoption of constructivist educational practice.
In other words, I was hopeful that the use of hypertext would free the teaching/learning process from the shackles of a predetermined order of learning. This doesn't seem to have happened. Instead, as internet technologies have developed and been refined, the main educational approaches to which these new tools adhere are precisely those I'd hoped we'd overcome.
Go to: What's a nice constructivist like you doing in a site like this?