Presentation Details

The Second International Conference on the Future of the Book

Learning Objects, Hypermedia and the English Classroom

Janette Gadanidis.

In the rush to create re-usable learning objects, we seem to be sidestepping issues of pedagogy. In the case of language arts education, many learning objects appear to be simple PowerPoint presentations or drill and practice applets. In this paper I argue for the design of language arts learning objects that integrate the following aspects: (1) the use of a story format; (2) the modeling of learning and teaching processes associated with project-based learning scenarios; and (3) the use of hypermedia and interactivity. I suggest that we move our focus away from creating learning objects that make learning easier to learning objects that immerse students in multi-modal learning environments.
If we are to move towards a socio-constructivist use of technology in the classroom, then I believe, as Kozma (2003; 2000) suggests, that we need what amounts to a cultural shift in a number of ways. Hypertext’s multimedia and multimodal environment requires students to think across associations, and to access and integrate knowledge laterally, and Luke (2003) points out that these are “the very cognitive, socially situated repertoires we use to negotiate everyday life and are core requirements for hypertext navigation” (401). Hypermedia construction is an example of “knowledge as design (Perkins, 1986).


Janette Gadanidis  (Canada)
PhD student
University of Western Ontario

I have taught language arts in both secondary and elementary schools. Currently I am working on my PhD and also teaching language arts education courses at the faculty of education, University of Western Ontario.

  • Language arts education
  • Poetry
  • Learning objects

(30 min. Conference Paper, English)