Texts In Digital

Experience Rooms:
Interactive,
Constructive &
Communicative
Learning Environments
On The Internet
By Olaf Schneider and
Matthias Berghoff
Originally
language:

published

in

german

Schneider, Olaf / Berghoff,

Matthias (2000): Texte in
digitalen Erfahrungsrumen. Zur
Konzeption einer eigenaktiven,
konstruktiven
und
kommunikativen Lernumgebung
im Internet. In: Computer und
Unterricht (39 (2000). 54-57.

Interactive, constructive and

communicative are adjectives
used by William van Lueck in
1996 to describe a new
approach to learning in which
exemplary new media plays
an
important
role.
Unfortunately,
the
new
media approach has not, as of
yet, been fully utilized. The
developers
of
learning
software are reluctant to
change course from the
programmed teaching and
primary instruction tools that
characterized
the
sixties.
Thirty
years
later,
the
composition
of
learning
software is still dominated by
linear sequential drill-like
Q&As, which are based on
teacher/learner models and
are focused on projecting a
target reality to learners. This
approach often overlooks the
live, learn and work reality of
learners.
Subsequently,

opportunities to learn through

interaction and relatively open
problem
solving
with
appropriate tools are virtually
prevented by such structured
software.
Rolf
Schulmeister
summarizes this dilemma:
Within the context of
programmed
teaching,
students frequently feel like
theyre in a straight jacket.
The strict sequential order of
their study and approach
prevent
subjective
associations and distract the
student from targeting their
study toward the ultimate
conclusion of the problem.
In other words, they do not
reward the student for
thinking
ahead.
(Schulmeister 1996, p. 106)

Isolated rays of hope for

innovative
software
that
address
this
problem
primarily exist on artistic,
experimental CD-ROMS and
within
electronic
encyclopedias.
CD-ROMS
explore the possibilities and
limits
of
interactive
navigation. They improve the
user interfaces by utilizing
visual expression to break
from the rigid construction
and
previously
inflexible
user-interfaces
and
thus,
expand
them
in
an
aesthetically
pleasing
manner1.
Digital
encyclopedias and comparable
media do their best, through a
systematic
approach,
to
provide access to media
databases as well2.
However,
software

in the area of
development for

standard school instruction

very
few
appropriate
innovations have materialized
on the market3. Due to this
lack of qualitatively high
valued learning software for
school instruction, our goal at
the University of Bielefeld
was to didactically and
technologically conceptualize
new media that would
expand the possibilities for
interaction on the Internet and
be problem/solution oriented
in nature. The software was
supposed to be available
offline on a CD-ROM as well
as online on the Internet. The
guiding principle in its
development was the concept
of allowing for a learning
environment that promotes
openness and freedom of
action.
The project TIDE,
text in digital experience
rooms, was the result of this
effort.

Focus,
Content
Goals of TIDE

&

TIDE is an entirely webbased, interactive learning and

experience environment (see
Wagner, 1999). Its content
and conceptual focus lies in
dealing with digital text. It is
a symbolic experience room
that promotes elementary, as
well as complex, verbal,
literal
and
pictorial
comprehension
capabilities.
The
rooms
create
an
environment
specifically
intended for use in German
classes, however the media is
also
suited
to
crossdisciplinary instruction and
education.
Basic
media
problems are put into a scene
and in an interactive and

The Goethe Environment is designed for the user to explore the typical This background serves as a work area for the user to learn how
relationship between men and nature in the age of romanticsm.
to place texts in categories of literary reception.

experience-oriented
manner
the
student
can
gain
knowledge, problem solve
and transfer this knowledge
into everyday, work related
hypermedia contexts; which
are becoming more and more
prevalent. Interactive rooms
that address the conflict
between digital and analog
text and the corresponding
medial
conditions
(e.g.,
linguistics
and
language),
exist, as well as learning
environments
that
are
didactically relevant to the
respective subject and include
basic background texts.

The Didactic Text Box:

The Central Reception
& Production Element
All texts are located in text
boxes that can be dragged and
resized on the screen. These
boxes function as containers
for different types of content
(text, images, links, audio and
video) files.
In their
minimized
status
they
consume little space and
merely function to represent
their
respective
content.
However, dragging the boxes

to a desired size with the

mouse allows the user to read
and work with the content or
to use it as material for
onscreen collages.
Buttons
are also found in the upper
part of the text boxes. They
serve to provide the user with
access to background and
reference information as well
as functions for editing,
copying,
formatting,
anchoring and making aspects
transparent. Thus, the buttons
allow for primary text as well
as a background text to be in
one box.
Utilizing the
different buttons the user can
switch between information,
meta-information or text, and
context, respectively. In other
words, the box allows the user
to group together or link
information that is related and
it becomes present and
accessible as a unit for future
reference.
This
flexibility
in
functionality, allowing for
replaceable content in a text
box, allows the user to
individually structure and
design
their
learning

environment based on their

own criteria. Basic functions
are
also
available
for
formatting and layout.
One room contains a
building block showing all the
media content in text boxes
arranged on the screen.
Serving as perhaps an outline,
the user can individually
arrange these boxes on the
screen delineating which ones
are for reading, editing, etc.
In addition, text boxes that are
not needed, or need at a later
juncture, can be put into a
can and be brought back on
the screen via the menu at a
later time. A parallel can
made between this new
learning environment and that
of a general workspace. They
both offer different materials,
resources and necessary tools
and allow the user to interact
with these tools in their own
way.

Environment Description of images: what are the

medial conditions for the reconstruction of images?

A notable feature in the

design of the work area is that
it is all hypertext based. All
work related to one building
block happens on one page
the user never has to flip
pages or leave the area. This
approach
avoids
the
significant challenge posed by
hypertexts - the permanent
jumping from one page to
another via links, which gives
the user a feeling of being
lost in cyberspace.
The
multifunctional text box used
as a container for elements
that belong together but, as
yet, remain editable and fluid,
serves as the dynamic behind
the term digital text.
Through
its
specific
construction,
a
learning
environment such as TIDE
delineates
the
creativeproductive possibilities of
comparisons
and
juxtapositions of texts in the
learning process.
It appeals
to the senses, whereas a lot of
hypermedia, with its book like
construction
physically
separating the information
onto different pages, does not
allow the user to incorporate

This environment arranges quotes, idiomatic expressions, and

writing samples on different carriers/media .

the tools from all angles at

once. In addition, the users
may create their own text
boxes in the workspace and
insert and organize diverse
media contents such as
comments, images, videos,
sounds files and links. These
arrangements, authored by the
user, can then be saved for
later applications (e.g., for the
preparation
of
teaching
scenarios, etc.).
The functionality of the text
boxes expands the previously
limited
interactive
possibilities on the Internet.
Thus, hypertext pages are
released from the cage of the
didactically limited use of a
Reception Area and become
variables in an interactive
workspace. We look at this
approach as a solution. The
two-dimensional expansion of
the screen can be used to
illustrate
complex
relationships
and
the
relationship of the user to the
page no longer becomes
passive.
The user decides
which
interpretative
relationship he wants to
illustrate through physical

proximity
of
text.
Meanwhile, the illumination
of certain material can be
made more explicit by
personal
comments
and
references
and
through
graphic elements as well.
As a first step the user can,
before editorializing, arrange
the text on the screen and
produce relationships. In the
second
step,
these
relationships
can
be
verbalized, to the extent
that the user can construct text
bridges between the already
developed content and other
pre-developed content or by
adding their own editorial
material. There are no right
or wrong classifications in
this
process
but
rather
individual relationships and
learning environments that
mandate
correlation
and
communication.
The quality and usability of
these arra ngements in the
teaching
process
is
determined by their discursive
content. Differences between
the arrangements developed
by
different
users
can

This environment arranges/combines oral and written remarks/sayings and

simulates the medial conditions of orality.

potentially be the starting

point for highly motivated and
engaging
classroom
discussion. This stresses an
important point; within the
realm
of
new
media
communication does not have
to be purely virtual. In fact,
this
learning
environment
encourages
communication,
as
differences
between
students
become
an
alternative,
qualitatively
higher valued paradigm to the
still prevalent Right vs.
Wrong feedback of standard
CBT learning software.
The potential of this learning
environment can best be put
into play within the context of
project-oriented
instruction.
It fulfills the criteria asked
for, after the result of several
pilot projects, by the State
Institute for Education and
Continuing
Education
in
1994.
They [the learning
environments] promote and
support
learning
and
practicing in complex and
meaningful
contexts
that
should involve construction-

based rather than instructionbased media.

In addition,
they offer alternate ways of
learning that mandate students
find their own solutions and
construct
their
own
knowledge nets.
(LSW,
1994, page 8)

Flexibility
with
Background Images &
Graphics
Text always lies on a
background.
In the most
common
scenario
the
background is white and
reminds
one
of
paper.
However, within TIDE an
icon on the toolbar allows the
user to choose from several
associative
and
didactic
background images.
When
the background images are
put into place, however, the
arrangements of text, images
and contents, are not affected.
Background images and text
boxes with different content
have high potential for
accociative thinking.

Altering a background, for

instance, can lead to a
dramatic change in contextual
emphasis as the image may
motivate
action.
Subsequently, a configuration
that was developed with a
specific background image
serves
to
code
the
relationship of the different
textural
pieces
adding
perspective or changing the
focus of a piece.
Every
reconfiguration is, in essence,
a reading performed by the
author that is interdependent
on the other media elements
and
background
images.
Likewise, the text boxes also
offer some graphic flexibility,
as they are able to expand
beyond the linear text. TIDE,
in essence, invites the user to
focus
their
media
and
communicate through their
collage.
In addition, the graphic work
on the screen produces a
game-like environment that
increases
the
users
willingness to rethink text
arrangements while they are
interpreting what is before
them. Text boxes can be rearranged by a few mouse
clicks; new relationships can
be established with arrows,
lines and comments; the user
can incorporate backgrounds
and conceptualize didactic
backgrounds and the new
arrangement does not demand
a
de-motivating
strikethrough but can be
revised and printed simply
and
expeditiously.
In
addition,
the
browser
Refresh function enables
the user, if necessary, to
reverse the new arrangements

and return to the original

version and layout.

Providing
Problems

Tools

for

TIDE provides the user with

the opportunity to use tools
that are task-specific. The
user can choose texts and
tools and position these items
next to, or on top of, the text
(image, audio- or video item)
he or she is working with.
Forming a constellation of
sorts, these variables are all
saved together and when the
user
returns
to
the
environment and loads the
saved configuration, all the
elements and tools will be
accessible and allow the user
to build on his/her work.

Simulation of Medial
Conditions
The purpose of TIDES
building blocks is to simulate
the medial conditions of
modern
and
pre-modern
cultural techniques and they
emphasize the importance of
the multi-media computer.
Several building blocks are
available to the user. Some
concentrate on dialog and
spoken text, while others
concentrate
on
the
relationship beween text and
pictures. The starting point is
a picture that can be builtupon
by
using
several
descriptions
of
alternate
pictures as its foundation.
You are never limited to just
one media because the
challenge of reconstructing a
fact in one media with the
help of another media in
todays learning and working
world demands certain inter-

medial competencies.
The
user can thereby understand
how
text-based
images
description
and
image
language itself compete. This
is intended to stimulate a
reflection of the possibilities
and limitations of using the
media
language/text
to
describe images.

For further information on

the project and its
successors please contact
the authors.
About the authors:
Matthias Berghoff, geb. 1963,
Wiss. Mitarbeiter
Olaf Schneider, geb. 1967,
Project Director TIDE,
Learn::Web
olaf@ammma.de

Annotations
1 Examples for outstanding CD-ROMproductions are Laurie Andersons Puppet
Motel and Here, Ceremony of Innocence
(see C+U 36, S. 43 f.), Das Buch von Lulu,
Peter Gabriels EVE.
2 Examples: Digitale Bibliothek, Microsoft
Encarta 2000.
3 An innovative project in Germany was
Das Grne Klassenzimmer" (LSW 1994)

Literature
Anderson, Laurie: Puppet Motel. Voyager.
CD-ROM. 1995.
Anderson,
Laurie:
Here.
ShockwaveInternetentwiclung.
1996.
http://www. stedelijk.nl/capricorn/anderson/
Ceremony
of
Innocence.
Der
geheimnisvolle
Briefwechsel
zwischen
Griffin und Sabine. CD-ROM. Real World
Multimedia, 1997.
Deutsche Literatur von Lessing bis Kafka.
CD-ROM. DIRECTMEDIA, Berlin 1998.
Gabriel, Peter: EVE. CD-ROM. Real World
Multimedia, 1996.
Landesinstitut fr Schule und Weiterbildung
(LSW): Interaktive Medien im Unterricht.
Gestaltung
von
HypermediaArbeitsumgebungen. Lernen in Sach- und
Sinnzusammenhngen. Kettler Verlag fr
Schule und Weiterbildung, Bnen 1994.
Microsoft Encarta 2000. CD-ROM.
Microsoft, 1999.
Schulmeister,
Rolf:
Grundlagen
hypermedialer Lernsysteme. Theorie -

Didaktik - Design. 2. aktualisierte Auflage.

Oldenbourg, Mnchen/Wien 1997.
van Lck, Willi: Verndertes Lernen:
eigenaktiv, konstruktiv und kommunikativ.
In: Computer und Unt erricht 6 (1996), Heft
23, S. 5-9.
Victor-Pujebet, Romain: Das Buch von
Lulu. CD-ROM. Ravensburger Interactive,
1996.
Wagner, Wolf-Rdiger (1999): TIDE Texte
in
digitalen
Erfahrungsrumen.
In:
Computer und Unterricht 9 (1999), Heft 36,
S. 68 f.