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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:0009-5-31462

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Bibtex

@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"
}

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RIS

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  - 
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Wordbib

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<b:Year>2011</b:Year>
<b:PeriodicalTitle>eleed</b:PeriodicalTitle>
<b:Volume>8</b:Volume>
<b:Issue>1</b:Issue>
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<b:Comments>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.</b:Comments>
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ISI

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.
ER

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Mods

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  <titleInfo>
    <title>Matching form with content</title>
  </titleInfo>
  <name type="personal">
    <namePart type="family">Johnson</namePart>
    <namePart type="given">Russell</namePart>
  </name>
  <name type="personal">
    <namePart type="family">Kemp</namePart>
    <namePart type="given">Elizabeth</namePart>
  </name>
  <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.</abstract>
  <subject>
    <topic>ESOL</topic>
    <topic>IMMEDIATE</topic>
    <topic>e-language learning</topic>
    <topic>e-learning</topic>
    <topic>information appliance</topic>
    <topic>invisible computing</topic>
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  <identifier type="issn">1860-7470</identifier>
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  <identifier type="uri">http://nbn-resolving.de/urn:nbn:de:0009-5-31462</identifier>
  <identifier type="citekey">johnson2011</identifier>
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