Hyperdocs: What's the Hype?

     The very name of hyperdocs, with its word root hyper, implies they are "more than" a doc and that's exactly what many educators would argue: that hyperdocs are not just documents created through the process of word processing. Instead, hyperdocs are embedded with hyperlinks. But that's not all. Oh no! Hyperdocs are designed purposefully to carry out an interactive instructional multimodal lesson that incorporates interactivity, collaboration, discovery, sharing, and creativity. The users (i.e. students) of hyperdocs work their way through opportunities for engagement, exploration, explanation, application, sharing, reflection, and extension activities. 

    Long story short: I am a graduate student completing a graduate assignment. My professor has asked my classmates and I go explore hyperdocs. He provided one link for us to explore: https://wakelet.com/wake/tzJYE-N631-GtuJrais57. From there, I was able to find some really great examples and templates of hyperdocs.

    I wouldn't say I was previously familiar with the term hyperdocs, because I wasn't. However, I have seen interactive and multimodal lessons with links embedded in them. I've seen all kinds of formats such as the ones presented in Nearpod, Prezi, Flip, and Google slides. Some really creative ones would design escape rooms, scavenger hunts, high quality video/images, individualized avatars, and themes. What makes hyperdocs unique is their design or format. Specifically, they are designed to present lessons in a specific order (for learning purposes) that not only present information, but also force the user to provide input through a collaborative and/or self-reflective component. In addition to that, the user is expected to create something--some kind of product that applies knowledge and skills learned. A good hyperdoc will require the user to work through the skills in Bloom's taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating) through exploration, interaction, and contemplation. 

    This week, as I explored hyperdocs, I learned what hyperdocs are and what they are not. They are not webquests or multimedia text documents. They are not digital worksheets, nor are they programs or curriculum. When considering the SAMR model (if you know, you know), they are not meant to be a substitute. Hyperdocs are digital lessons that are multimodal, interactive, and transformative. They use technology in a completely different way than its intended purpose. Hyperdocs are like educational journeys for the users. They are highly adaptable and generalizable. You must be very careful, however, when editing and adapting your hyperdoc. You must keep in mind the essence of what makes a hyperdoc a hyperdoc or else you end up with a webquest again. The hyperdoc must allow for collaboration, the sharing of ideas, reflection, and application. 

    I have really been inspired from the hyperdocs journey. I have come up with great ideas and am excited to start making a few of my own hyperdocs. There are endless possibilities to how creative they can be. I love that I can put my own spin on a lesson. Also, I can reuse that lesson over and over once it's created and, thus, save me time in the future. I like the idea of building in an assessment that is self-grading as well. A great benefit of using hyperdocs in the classroom is is that I can work in small groups or with individuals while the rest of the students are engaged in the hyperdoc.  So, what's the hype? The hype is that hyperdocs are engaging, research-based, effective, and better than a worksheet. They are easy to make, are reusable, and saves paper. Furthermore, hyperdocs free up a little class time for the teacher to carry out other necessary tasks. A better question might be: why not hyperdocs?