Hypertext design as a learning tool

For students to become thinkers and problem solvers, we need learning in which these goals are key. Two hypertext concepts, non-linear thinking and interactive reading, provide powerful ways to evolve and present factual and analytical content meaningfully, even if it is never computer-generated. When students view a topic from multiple perspectives and organize information in a diagram, they see breadth and inter-relatedness. The learners can also make reader-friendly designs. Readers become learners, constructing understanding by traversing the diagram, guided by their own needs. Diagrams are tools too, for teachers guiding exploration. Creating non-linear content reflects our thinking, as we can incorporate tangential thoughts, later recollections and items we may later discard. The results are substantial documents of information and underlying concepts, models of many ways to organize prose, and opportunities for teachers and learners to construct and convey meaning