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The visual turn of the syllabus: In...

Hochmeister, Kim Graves.

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The visual turn of the syllabus: Information aesthetics and the hypersyllabus.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The visual turn of the syllabus: Information aesthetics and the hypersyllabus./
Author:	Hochmeister, Kim Graves.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-10, Section: A, page: 3596.
Contained By:	Dissertation Abstracts International60-10A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9948005
ISBN:	9780599503649

The visual turn of the syllabus: Information aesthetics and the hypersyllabus.
Hochmeister, Kim Graves.

The visual turn of the syllabus: Information aesthetics and the hypersyllabus. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 192 p.

Source: Dissertation Abstracts International, Volume: 60-10, Section: A, page: 3596.

Thesis (Ph.D.)--The University of Texas at Arlington, 1999.

Architect I. M. Pei said his profession teaches one to see, explaining that all should use their eyes to know. This study, one that is a synaesthetic investigation, begins to re/see and re/evaluate the syllabus as a genre. It seeks to serve as a prelude to course design by emphasizing the visual and verbal meaning-making that is occurring with syllabi published online. The two-part study will offer a theoretical discussion on the digital syllabi. The early discussions begin with the need to recognize the need for a visual literacy (chapter 1) and then proceed to a discussion on the syllabus as a genre (chapter 2), really a cryptogenre because of the lack of theoretical scholarship discussion dedicated to this mundane document. An interdisciplinary review follows (chapter 3), which brings together the theories of metacognition, graphic design, and hypertext. A design taxonomy is drawn from this multimodal chapter and is used to evaluate online syllabi from institutions of higher learning.

ISBN: 9780599503649Subjects--Topical Terms:

684418
Curriculum development.

The visual turn of the syllabus: Information aesthetics and the hypersyllabus.
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300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-10, Section: A, page: 3596.
500 $a Supervisor: Judith Reinhartz.
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520 $a Architect I. M. Pei said his profession teaches one to see, explaining that all should use their eyes to know. This study, one that is a synaesthetic investigation, begins to re/see and re/evaluate the syllabus as a genre. It seeks to serve as a prelude to course design by emphasizing the visual and verbal meaning-making that is occurring with syllabi published online. The two-part study will offer a theoretical discussion on the digital syllabi. The early discussions begin with the need to recognize the need for a visual literacy (chapter 1) and then proceed to a discussion on the syllabus as a genre (chapter 2), really a cryptogenre because of the lack of theoretical scholarship discussion dedicated to this mundane document. An interdisciplinary review follows (chapter 3), which brings together the theories of metacognition, graphic design, and hypertext. A design taxonomy is drawn from this multimodal chapter and is used to evaluate online syllabi from institutions of higher learning.
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