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Johnson, R., Kemp, E. (2011). Matching form with content. eleed, Iss. 8. (urn:nbn:de:0009-5-31462)
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%0 Journal Article %T Matching form with content %A Johnson, Russell %A Kemp, Elizabeth %J eleed %D 2011 %V 8 %N 1 %@ 1860-7470 %F johnson2011 %X Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university. %L 370 %K ESOL %K IMMEDIATE %K e-language learning %K e-learning %K information appliance %K invisible computing %U http://nbn-resolving.de/urn:nbn:de:0009-5-31462Download
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@Article{johnson2011, author = "Johnson, Russell and Kemp, Elizabeth", title = "Matching form with content", journal = "eleed", year = "2011", volume = "8", number = "1", keywords = "ESOL; IMMEDIATE; e-language learning; e-learning; information appliance; invisible computing", abstract = "Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.", issn = "1860-7470", url = "http://nbn-resolving.de/urn:nbn:de:0009-5-31462" }Download
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TY - JOUR AU - Johnson, Russell AU - Kemp, Elizabeth PY - 2011 DA - 2011// TI - Matching form with content JO - eleed VL - 8 IS - 1 KW - ESOL KW - IMMEDIATE KW - e-language learning KW - e-learning KW - information appliance KW - invisible computing AB - Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university. SN - 1860-7470 UR - http://nbn-resolving.de/urn:nbn:de:0009-5-31462 ID - johnson2011 ER -Download
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PT Journal AU Johnson, R Kemp, E TI Matching form with content SO eleed PY 2011 VL 8 IS 1 DE ESOL; IMMEDIATE; e-language learning; e-learning; information appliance; invisible computing AB Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university. ERDownload
Mods
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Full Metadata
Bibliographic Citation | e-learning and education, Iss. 8 |
---|---|
Title |
Matching form with content (eng) |
Author | Russell Johnson, Elizabeth Kemp |
Language | eng |
Abstract | Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university. |
Subject | ESOL, IMMEDIATE, e-language learning, e-learning, information appliance, invisible computing |
Classified Subjects |
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DDC | 370 |
Rights | fDPPL |
URN: | urn:nbn:de:0009-5-31462 |