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FILE56
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1988-02-01
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Various ways to browse <GUIDE3 BROWSE> PC-Hypertext systems
===========================================================
Good hypertext systems are characterized by these three principles:
┌───────────────────────────────────────────────────────────────────────────┐
│ (1) Information is organized by idea content │
│ │
│ (2) Desired information is obtained with a minimum of keystrokes │
│ │
│ (3) Each use of the system confirms or expands the user's understanding │
│ of the knowledge (relationships in information) in the system │
└───────────────────────────────────────────────────────────────────────────┘
While goals (1) and (2) largely depend on the abilities of the builder of
hypertext systems, goal (3) -- increasing the user's understanding -- is
satisfied in the six (6) ways described below.
ACQUIRING INFORMATION -- BEGINNING USERS
========================================
Beginning users of a body of knowledge have no understanding of the
subject, language, or classification schemes. For beginning users, the
appropriate delivery of information would be: <FILE0 EXAMPLE>
┌───────────────────────────────────────────────────────────────────────────┐
│ Present information in a short four-paragraph linear format. The │
│ first paragraph covers the scope and limits of the knowledge in │
│ the hypertext system. The remaining three paragraphs cover the │
│ major classifications of knowledge in the system. │
└───────────────────────────────────────────────────────────────────────────┘
ACQUIRING INFORMATION -- STAGE ONE USERS
========================================
The commands in a hypertext system should be no more complicated than
dialing a phone. Consequently, once these commands are understood, users
should be given information retrieval tasks to complete. While these tasks
may be real (I need the answer to these questions) or fictitious (get me a
left-handed monkey wrench), the purpose remains the same:
┌───────────────────────────────────────────────────────────────────────────┐
│ The user should use the system to satisfy an immediate need for │
│ information. From a series of choices the arrow keys select │
│ paths that lead to the information. │
└───────────────────────────────────────────────────────────────────────────┘
At this stage, each knowledge-retrieval process is similar to driving from your
house to a new job. After passing through familiar intersections and perhaps
a few wrong turns, you nevertheless reach the company parking lot which
confirms your understanding of the subject.
ACQUIRING INFORMATION -- GENERALIZING
=====================================
Once users understand the process, encourage them to think about the system.
┌────────────────────────────────────────────────────────────────────────────┐
│ Stage two users become aware of the purpose of choice. At each branch │
│ in the system, the choices should be comprehended as parallel (good set │
│ division) and complete (good end points). In such systems, even without │
│ traversing many paths, the users begin to understand the structure of │
│ other information contained in the system. │
└────────────────────────────────────────────────────────────────────────────┘
At this stage, the users are beginning to generalize about the subject area.
Consistent parallelism and completeness in each of the branching options
greatly simplifies the user's task of guessing at the relationships
(generalizing) behind the branches not explored in the hypertext system.
ACQUIRING INFORMATION -- EXPLORING
==================================
After selecting a particular hypertext path several times, users become
familiar with the choices at each level. Now the user should explore the
system using whatever method is desired (i.e., systematic, interest,
wandering).
┌───────────────────────────────────────────────────────────────────────────┐
│ In exploration, users try other paths to unexpected new │
│ communities as well as shortcuts, freeways, and alternate paths to │
│ information. Exploration helps users to quickly expand their │
│ understanding of the subject as they acquire both new language and │
│ see new interrelationships. │
└───────────────────────────────────────────────────────────────────────────┘
ACQUIRING INFORMATION -- COMMUNITIES OF KNOWLEDGE
=================================================
Sharp-eyed users soon discover that the information in a hypertext system
is organized into two communities -- networks that serve only a particular
subject area, and ASCII files that are closely interrelated.
┌───────────────────────────────────────────────────────────────────────────┐
│ Knowledge has natural compaction points. Instead of driving from │
│ your house to each information retrieval job, begin your search │
│ for information from the nearest relevant community. It's much │
│ faster. │
└───────────────────────────────────────────────────────────────────────────┘
Browsing by communities of knowledge is the first of several steps that bypass
most of the decision-tree browsing of hypertext knowledge.
ACQUIRING INFORMATION -- LANGUAGE BROWSING
===========================================
Once you master a subject, indexes of the language are sufficient to find the
desired information. The REF command presents alternative ways for experts to
rapidly find what they want.
┌───────────────────────────────────────────────────────────────────────────┐
│ Using language lists (indexes) is similar to using maps containing │
│ street names as a guide. Good hypertext systems include instantly │
│ available indexes of all key words, phrases, and synonyms. These │
│ indexes lead directly to the desired information. │
└───────────────────────────────────────────────────────────────────────────┘
In one sense, mastery of the language is a good measure of expertise.
<FILE55 EXPERTISE> Knowing this, some users first use the REF system as a
glossary, complete with real examples of the usage of terminology.
ACQUIRING INFORMATION -- SCRIPTURE
==================================
At the highest level of understanding information, some users display almost
theological expertise in their abilities to cite chapter and verse of relevant
knowledge. <FILE21 EXPERTISE>
┌───────────────────────────────────────────────────────────────────────────┐
│ If you know a subject area so well that you know the file, node, │
│ and cursor position to find desired information or to directly │
│ display it, congratulations . . . you've mastered the subject. │
└───────────────────────────────────────────────────────────────────────────┘
While such mastery in most subject areas is not the goal of hypertext, it
occurs often enough to rate a mention. As stated before, the goal of
hypertext is to rapidly display desired information with a minimum of
keystrokes.
However, if your hypertext system works so well that you've mastered the
knowledge in the subject area, so much the better.
References: ---------------------------------------------------
How to browse ASCII files <FILE0A>
How to browse network files <FILE0B>
How to browse a knowledge system <GUIDE3>
Various ways to browse PC-Hypertext systems <FILE56>
Neil Larson 1/14/88 FILE56
44 Rincon Rd., Kensington, CA 94707
Copyright MaxThink 1988 -- Call 415-428-0104 for permission to reprint