The hypertext markup language (HTML) allows us to navigate on the internet. No matter which Browser you use on your device, it interprets the HTML-text for you in a specific way. This means: HTML defines headings, normal text, placeholders for images, actionable buttons and referrals to more text, images, or videos. A good HTML enabled textbook for pupils, students or any lifelong learner, for example, will embed easily images, sound recordings or video demonstrations in the e-book. This additionally embedded content asks for a different mindset for content creators: the HTML mindset.
Just like in most learning environments, learners proceed with different speed and interests. HTML allows for additional options to dig deeper into a subject, return to a previous stage, lead on from where you left off before, jump to some other content or listen to a translated paragraph.
Due to the bringing together of content from different technical formats, the HTML mindset has an interdisciplinary touch to it. Blending text and image is our usual way to process information at most exhibitions. In Hypertexts we are “walking” along our own chosen track through the knowledge space or content archive. For web creators, therefore, it is common to use so-called “content management systems” to arrange structure and present content.
The learning of HTML is enhanced through many learning tools (w3schools.com). This helps you to get into the HTML mindset of content creation and a better grip on the interlinked world. (Image: extract of HTML code of this blog post on www.schoemann.org).
