EDU 807 Summer 2018 - Week 5 - Hypercard Introduction Group 2
Hosted on the Internet Archive, this video about Hypercard (26:50) is described as:
An introduction to Apple's Hypercard. Guests include Apple Fellow and Hypercard creator Bill Atkinson, Hypercard senior engineer Dan Winkler, author of "The Complete Hypercard Handbook" Danny Goodman, and Robert Stein, Publisher of Voyager Company. Demonstrations include Hypercard 1.0, Complete Car Cost Guide, Focal Point, Laserstacks, and National Galllery of Art. Originally broadcast in 1987. Copyright 1987 Stewart Cheifet Productions.
We are going to watch one segment of the video, both because I can't embed the media from the Internet Archive (and this segment was on YouTube) as well because you just got done doing lots of reading. Please view the video and respond to these questions:
- How is Hypercard described? Given the focus of computer-aided instructions in the 1980s, and the fact that this was pre-WWW, what was unique, interesting, useful, or engaging about this program?
- What potential purposes could Hypercard -- as a component of teaching and learning -- and why/how was it different from other programs?
- Though the video doesn't talk about it in particular, in what ways might this use of technology position teachers? In what ways might it position students?
- In short, who has power and agency as you look at the way technology is described?
Please offer at least two initial comments on the video, as well as two responses to your classmates. Despite the impulse to make comments on the clothing, hairstyles, and eyewear, please try (try!) to keep your comments focused on the content of the video.
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Keeping in mind that this was pre-WWW, I found it interesting that they described the ability to “modify” already existing content and that hundreds of stacks were already shared on a “server.” This seems to be moving through the SAMR model without SAMR being developed yet!
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It was very interesting! The association of Hypercard to a game was very simplistic, yet they knew it provided “information and interaction” at a level that was yet to be understood.
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This was a terrific throw-back! I was going to find an image link to an erector set from the 1980s, but refrained. I did enjoy the flashing computer screen, not to mention wood paneling in the studio :)
The Apple Hypercard allowing interactivity for the user, and so advanced for its time. As stated, it allowed people to become programmers and it was interactive! The complexity of coding was evident in the video, especially when mentioning “thematic threads” for scanning information.
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The potential for “interaction” was noted in the video. The computer could be observed as more than just a database at that time. It seemed to display the potential for development of interactive learning and engagement through computer use. And yes, I would have preferred a rolodex on my computer :)
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This use of technology puts teachers in the position of providing multiple means of engagement and representation (UDL) for their students. In addition, if students had access to this, they could create stacks to demonstrate their knowledge or understanding of a topic and build connections among content.
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Through linking the hypercard images and conducting key-word searches, teachers may have been able to provide extensions of their lessons. As well, student creative play and use connects to 21st Century Learning. The cost and availability at that time may have been difficult to equip schools.
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Hosted on the Internet Archive, this video about Hypercard (26:50) is described as:
An introduction to Apple’s Hypercard. Guests include Apple Fellow and Hypercard creator Bill Atkinson, Hypercard senior engineer Dan Winkler, author of “The Complete Hypercard Handbook” Danny Goodman, and Robert Stein, Publisher of Voyager Company. Demonstrations include Hypercard 1.0, Complete Car Cost Guide, Focal Point, Laserstacks, and National Galllery of Art. Originally broadcast in 1987. Copyright 1987 Stewart Cheifet Productions.
We are going to watch one segment of the video, both because I can’t embed the media from the Internet Archive (and this segment was on YouTube) as well because you just got done doing lots of reading. Please view the video and respond to these questions:
How is Hypercard described? Given the focus of computer-aided instructions in the 1980s, and the fact that this was pre-WWW, what was unique, interesting, useful, or engaging about this program?
What potential purposes could Hypercard — as a component of teaching and learning — and why/how was it different from other programs?
Though the video doesn’t talk about it in particular, in what ways might this use of technology position teachers? In what ways might it position students?
In short, who has power and agency as you look at the way technology is described?
Please offer at least two initial comments on the video, as well as two responses to your classmates. Despite the impulse to make comments on the clothing, hairstyles, and eyewear, please try (try!) to keep your comments focused on the content of the video.
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In terms of teaching, HyperCard integrates data. It does not read cards one by one. It reads cards holistically.
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John, I agree. I reflect on Dr. Mishra and the 21st Century Literacies when viewing this, specifically the Meta Knowledge you mention. Good point!
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