Why Hyperdocs are Valuable
The unit of study becomes enhanced as the material is [resented in a visually organized manner, with a balance of images and text, for students and each section of the Hyperdoc builds on the previous one.
Furthermore, while the information can be accessible in the slides, having the key images and concepts on the Hyperdoc re-emphasizes the importance. For example, inserting the family tree image within this Hyperdoc increases students' exposure to it for each time students access the Doc they are also revisiting prior knowledge. This not only helps visual learners but also engages all students because I believe the different links, slides, clips, and images are a form of differentiation for students with diverse learning styles.
Additionally, the boxes inserted within the Hyperdoc ask students to summarize and respond to the information with their own words, which positions them as an active participant and contributor. I like to think of Hyperdocs as a blueprint for students to develop.
Going to the next level... Student-Created Hyperdocs!
The second sample is on Stedman's The Light Between Oceans. This student not only organizes all the required content in a meaningful manner but also presents video links as support for their author/context introduction, and a powerful balance of written commentary and visual evidence. Furthermore, this student clearly categorizes the different forms of questions that they have constructed with potential response boxes; thus, it is a usable document.
Click here to see the sample!
One final note:
As I reflect on my understanding and use of Hyperdocs thus far, I believe that it is a powerful tool for organizing information in a particular manner, encouraging students to develop their habit of note-taking, and deepening student thinking in the classroom. For example, students build on their speaking, listening, reading and writing skills as well as practice content and academic language in one or multiple lessons that incorporate Hyperdocs.
Considering 21st century learning and Webb's Depth of Knowledge, I would say there is and will continue to be a movement towards innovative learning where students are increasingly empowered to "create," "design," "analyze," "connect" and "synthesize," all of which are part of the purpose for using Hyperdocs as a part of the learning process.
Also, as efficient it is to create Hyperdocs, it is also enjoyable grading student-made Hyperdocs!