Since the introduction of hypertext on the World Wide Web in 1993, the medium has shown exponential growth in those who write Web materials and those who "surf" it as readers. Individuals, businesses and non-profit organizations use the Web extensively for personal expression, organizational communication and increasingly for commercial transactions. With this revolution in communication and commerce, the need is growing for a wide array of citizens to read hypertext critically and to know enough about the fundamentals of hypertext to write, edit or supervise others who write it. An existing IU course, English W315: Composing Computer-Mediated Text, will be revised as an introduction to the theory of hypertext (the medium used by the Web) and its practice--analyzing the uses and impact of hypertext and creating projects posted on the Web. With an IPSE grant of $11,955, this important class will be made available statewide through distance education in a two-part process. In Fall 1998, the revised syllabus will have the Web-based segments implemented for at least half the class sessions, while the broadcast segments will be recorded with real students. The whole class will be available at a distance in Spring 1999, including teleconferencing for critique of course projects and use of taped segments either on the Web or through broadcast media.

NEED: A writing requirement at most colleges and universities gives testimony that writing is an essential skill in learning, work, citizenship and personal development. A new form of communication--hypertext--gives writing new powers on the World Wide Web and other computer-based media. Hypertext documents can include not only graphics, but also sound and video, and they connect a particular document to a world of information by means of "links." Thus, for example, a student at Indiana University Purdue University Indianapolis (IUPUI) can look at a course Web page (what a reader sees on the computer screen, as shown in Figure 1) and choose to click on a link that can connect him or her to a Web site far away. Thus, an on-line Shakespeare class based at IUPUI can include material from the English Web site for the new Globe Theatre or to MIT's on-line complete text of Shakespeare where students can search for and copy lines to paste into their essays (as shown in Figure 2).

The use of hypertext, especially on the Web, has shown exponential growth. Hypertext became commercially available with Apple Computer's publication of HyperCard in 1987, but its use has exploded with the creation of the World Wide Web in 1991 and the introduction in 1993 of a simple browser allowing users to search or "surf" for information on the Web. The latest reliable estimate shows almost a doubling of people who use the Web as readers (from 13.5 to 26.4 million between 1994 and 1995) and growth of those with facilities capable of posting to the Web growing from 7.8 to 16.9 million in the same period, according to information posted by Matrix Information and Directory Services (MIDS at www.mids.org). Average citizens can post their own Web pages since universities as well as commercial Web providers (such as AOL or Compuserve) make space available for those with facilities able to post to the Web. And writers can create a document with the basic coding (html = hypertext markup language) needed to post to the Web simply by using a standard word processor. Both for-profit and non-profit organizations use the Web--to publish information easily and to update it relatively easily and inexpensively. For example, Supreme Court rulings are available on the Web about an hour after announced in Washington, D.C. And the creation of safe systems for on-line payment promises to revolutionize the way the world shops and does business. The success of the on-line bookstore Amazon.com has pushed other bookstores--large and small--to create an on-line presence. Yet the very openness of publishing on the Web raises questions satirized in Gary Trudeau’s Doonesbury about the ethics and credibility of rumors posted on Web sites. In summary, the need is growing for a wide array of citizens to read hypertext critically and to know enough about the fundamentals of hypertext to write, edit or supervise others who write it.

SIGNIFICANCE: I have offered a course (W315) three semesters on writing for hypertext, analyzing usability of sample hypertexts and considering the impact of this new medium on communication. An IHETS/IPSE grant would make it possible to offer this course using (primarily) the medium being studied--hypertext on the World Wide Web. Many campuses already have advanced courses in production methods for hypertext. At IUPUI alone, there are courses on producing sound and graphic resources (CPT 499 Multimedia), investigative reporting (JRN 360-Finding Writing Ideas on the Internet), technical design courses (M220-Applied Media Aesthetics and TCM 350: Visual Elements of Technical Documents). And a search of the World Lecture Hall, listing courses that use Web resources from around the world shows some innovative English courses investigating the theory and implications of Web use. However, I propose a revision of English W315: Composing Computer-Mediated Text so that it can be offered asynchronously as a combination of theory and practice in a hypertext-literacy course designed to serve not only IUPUI students, but those at other campuses as well. The class name will be changed to "Introduction to Hypertext on the Web" and will serve

Advertising through IUPUI’s Community Learning Network of distance education classes, in addition to listing in the IHETS's Indiana College Network, will assure wide notification of target populations for the course.

PROPOSAL: I propose to implement technology-based delivery of English W315 from February 1998 through June 1999, using the Web as the primary means of delivery as well as the focus of study. Additional segments will be available through video-conferencing to critique student work and make available interviews with industry leaders. The course will continue to have the same segments I have used for the last two (of three) times I have taught the.

1. Students will define the characteristics of hypertext by seeing demonstrations and by identifying and reporting on interesting Web sites.

2. Students will also learn the fundamentals of writing hypertext code: First they will write with a word processor (such as WordPerfect) that turns regular documents into html files suitable for Web use. Then they will learn the fundamentals of modifying html code. This will help them to adapt coding from pages on the Web that they like the design of. (A user can see and copy the source code of any document on the Web.) They will not only create a simple Web page, but also use it to link to other projects (such as an on-line job resume) created for the course.

3. In a usability study, students will apply criteria for good hypertext-writing to a Web site.

4. Students will collect, post and analyze newly published materials discussing the impact of hypertext on societal issues (such as copyright protection, decensy and the right to free speech, equality of access and school change). Student discussion will occur on the bulletin board (whenever a student wants to sign on) or in "chat rooms" (when all students in a group sign on at the same time to exchange views in "real time"). The use of course management software (shown in Figures 3) will allow postings to the whole group. In addition, the bulletin board supports work by sub-groups so that the course can enroll a increasingly large number as it grows in enrollment or as provisions for adoption on various campuses occurs in the post-grant period.

5. Students will work alone or in groups to create a Web site for a client in the non-profit sector.

My plan is to work in Spring 1998 to adapt the syllabus and decide on the best media for video segments. I'll be adapting my existing syllabus to take advantage of new materials and software that make it easier to produce html code. As much as possible, instruction will be Based and asynchronous (that is, with students free to work whenever time to log in is available). WebCT course-management software (in use Spring 1998 for my on-line Shakespeare course) simplifies the presentation of instructional materials, the delivery of assignments to students and their posting of work to peers and instructor as shown in Figure 3. Instructional materials and illustrative examples will be posted on the class Web site. Students will create their assignments and post them on their Web sites. A new "automatic" Web page maker at IUPUI will allow students to create a Web page before they understand coding, and then use that page as they learn about writing, revising and debugging html code. And peer review will be possible even at a distance because each student will post his or her work on the Web. Discussion of assignments and issues will occur on the course bulletin board. The Web site can also include delivery of long segments of video with interviews that model how to work with a client, and interviews with Indianapolis experts on current and developing uses of hypertext.

However, two activities will work best with "real time"activities: First, sub-group projects will work best with the use of "chat rooms" to coordinate activities. Second, teleconferencing will allow students to interact with the instructor as student work is critiqued (even though viewing of a taped session will be available for those who cannot participate in real time). During Spring 1998 I’ll investigate the various forms of real-time communication available, to find the best system for class needs, accessibility, ease and thriftiness of use. For example, Indiana University’s Virtual Indiana Classroom (VIC) allows two-way video and two-way sound, but is only available at IU sites. The IHETS system broadcasts the video portion only from the studio, but has two-way sound, yet this system is available at over 300 sites across the state.

During Spring 1998, I’ll re-design the syllabus with input by teachers at IUPUI and University of Southern Indiana and will begin the scheduling that will advertise the course through the IHETS catalog and reserve time on broadcast facilities for Fall 1998 and Spring 1999.

The major creation of Web-based instructional material will occur in Summer 1998, but videotaping of segments will occur in Fall 1998 when I offer the course using Web-based materials for at least half the class sessions. With the safety net of face-to-face contact and problem-solving, I will be able to test the effectiveness of on-line materials with real students in a real instructional setting and taped sessions can include real students, with clients and with local experts.

The full-scale technology-driven offering of the class will occur in Spring 1999.

Part of the evaluation detailed below includes involvement of college teachers in Indiana who will be involved not only in commenting on content, but also in discussions of ways to make the course available in a collaborative way with other schools.

INSTITUTIONAL CAPACITY AND COMMITMENT: In addition to the plan outlined above and in the Time Line below, strong indication of likely success comes from my 18-year record of innovation in computer-aided instruction (see Appendix), substantial resources and infrastructure for computer-based learning at IUPUI, the presence of colleagues with extensive experience in computer-based instruction, and a long-standing commitment to innovation with computer-based course delivery in my department and at IUPUI (see the letter from Acting Chair Kim Lovejoy in the Appendix).

IUPUI has an infrastructure that not only makes workstations available across the campus, but also provides each registered student with a computer account that allows access to email and to the Web, with an account capable of storing 20 megabytes of computer-readable files. That is, each student has enough storage room for creating an extensive Web site with multiple projects attached. And the Center for Teaching and Learning makes available to faculty the services of experts on all aspects of technology-based delivery of instruction.

COURSE EVALUATION AND PEER REVIEW: My resume shows that I have long been committed to rigorous evaluation and reporting on my innovations with technology, not only to ensure quality but also to promote the wide-spread adoption of my work.

In adapting my existing syllabus, I will get formative evaluation from teachers who offer follow-on or related courses on hypertext: Ali Jafari, Director of the Advanced Information Technology Laboratory and Associate Professor of Computer Technology, teaches the multimedia course CPT 499; Christine Fitzpatrick, Manager of Communications and Planning for University Information Technology Services, is a part-time Lecturer who teaches the course in visual design course TCM350; and Michael Maitzen, Teleproduction Supervisor and instructor on the Applied Media Aesthetics course M221. Colleagues in the School of Science (such as Professor Gregor Novak in Physics and Professor Ray Russo in Biology) have been acknowledged nationally for their creation of multi-media hypertext courses, both on the Web and on CD-ROM. I also will draw on the media expertise of Professor Diane Billings in the School of Nursing, pioneer of distance education to the satellite Nursing programs throughout the state. Professor Betty Hart of the University of Southern Indiana, a pioneer in English classes for distance education with a course currently in the IHETS Distance Education catalog, will advise me about ways to maximize the effectiveness and acceptance of the course outside IUPUI and outside the IU system.

The quality and effectiveness of instruction will be evaluated in several ways. Data will be collected in three sections that I will have taught with increasing reliance on technology for delivery:

For each section, data will be collected on retention (number of students enrolled, number who drop and complete the course--with their grades). In addition, the standard student evaluation form will be tabulated to indicate student response. Students in each section will also complete a "Flashlight Questionnaire" developed under the auspices of the American Association for Higher Education (AAHE) and the Western Interstate Cooperative for Higher Education (WICHE) and with questions I have chosen from a database of questions in order to study the impact of technology on students’ educational experience. Finally, I will save an example of the best final project, the weakest and two average projects from each section, and these projects will be rated by teachers familiar with hypertext (who do not know which section or which "designation" they are rating). These data will give evidence on student acceptance, persistence and achievement, while shining a "flashlight" on the quality of change with technology-based courses. I will collect all these data and draft a final report for a summative evaluation by an outside reviewer, Professor Randy Bass of Georgetown University.

Dissemination of results will provide input both in the process of teaching the courses and a means of sharing my work and findings about its effectiveness. In Fall 1998, when I am teaching the class with half of course delivery on the Web, I will present my work at the conference of the Indiana Teachers of Writing, asking not only for critique, but also exploring potential for collaboration or adaptation of the methods I’ve developed. I expect to give a preliminary report on course findings at the 1999 Conference on College Composition and Communication, thus making contact with those on a wider national scene who are interested in critiquing and collaborating on such a course. The final project report, including the outside evaluator’s comments, will be submitted to IHETS/IPSE, but also revised for publication in a national journal such as College English or College Composition and Communication.

Spring 1998:

Consult with instructors of follow-on courses on content and delivery

Consult with experienced faculty and technology support staff on choice of broadcast (teleconferencing) systems and decide on media for videocasts.

Prepare materials (HJS and student assistant and staff of Center for Teaching and Learning)

Start copyright permissions

Teach W315 with at least half of the class sessions replaced by on-line instruction

Keep enrollment figures, student responses, "flashlight" survey and samples of student work

Tape videos with W315 students and with community resources in business and government

Present project at Indiana Teachers of Writing and solicit reviewers and potential collaborators

Report and get feedback at College Conference on Composition and Communication

Write final report, including summative evaluation by Randy Bass (Georgetown University)

Prepare final report to submit for publication

Figure 1: Web page on Shakespeare with text, pictures, sound, video and links to other sites

Figure 2: IUPUI Web page on Shakespeare with overlaid link to MIT Shakespeare text

Figure 3: Example of Course Tools available with WebCT software

Key Project Personnel: Helen J. Schwartz hschwart@iupui.edu

Professor of English (IUPUI) 317/274-0083

Pioneer in computer applications in teaching the humanities: Since 1979, Schwartz has worked with integrating word processing, computer-assisted instruction, e-mail, hypertext and Web use into her classes. She has experience with broadcast of class sessions and has worked closely with IUPUI's Copyright Management Center to develop reasonable standards on "fair use" of copyrighted materials for course use. She has gained experience in managing the administrative dimensions of distance education, and her projects have involved policy decisions, increasingly complex systems and increasing numbers of personnel.

Leadership: Schwartz has not only been a pioneer, but also a leader in her field. Leadership experience indicates she will not only be able to implement the course but involve others in following or adapting her model. Dissemination of her work in this project is highly likely because of her record of publishing in important, refereed journals in her field and with regular presentations at highly competitive national conferences.

University of Washington: PhD 1971; MA 1967

Cornell University: BA 1964