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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