5. SUMMARY 
As a multimedia system for GIS instruction, Hyper-GIS 
showed the feasibility of utilizing multimedia technol- 
ogy and provided a new form of nonlinear and multidi- 
mensional learning and instruction of the NCGIA GIS 
materials. Through the hyper-linkages created in 
Hyper-GIS, a variety of media, including text, graphics, 
images, sound, and animation, interacted with one 
another, thereby enhancing the instruction of the 
NCGIA Core Curriculum. With Hyper-GIS, students 
can do random and nonlinear knowledge-searching, and 
teachers can provide random access instruction accord- 
ing to students’ knowledge of GIS. Computerizing 
NCGIA GIS materials can also provide capabilities for 
updating the materials matching the latest GIS develop- 
ments and for incorporating local GIS applications. 
6. RECOMMENDATION 
The NCGIA Core Curriculum could be presented as a 
multimedia system for GIS instruction. Once the system 
is built, not only can the NCGIA Core Curriculum be 
updated in a timely fashion, but the latest GIS develop- 
ments are also easily included. 
7. ACKNOWLEDGMENTS 
This project was funded by the School of Agriculture at 
Purdue University, West Lafayette, Indiana, U.S.A. We 
acknowledge the Turing Institute for the support of the 
HyperNeWS software and thank Chris C. Rewerts for 
his assistance in the installation of HyperNeWS. 
183 
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