Authoring a Web‐enhanced interface for a new language‐learning environment

This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Web‐based Java programming, CALL authoring and language teaching expertise, it strives to generate new CALL‐enhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (Hémard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a student‐controlled navigational space based on a mixed learning environment approach, and (c) promote a flexible, network‐based, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific language‐learning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions

An Exploratory Study of Hypermedia Support for Problem Decomposition

Empirical hypermedia research has concentrated on usability rather than utility, and the research on utility has focused on information access as opposed to problem solving and decision making in organizations. This study, based on problem reduction theory, uses a hypermedia prototype system to support decision processes for solving a financial analysis problem. An exploratory laboratory experiment was conducted to study the feasibility of the prototype for hypermedia support of decision making. The process tracing techniques used suggest that a cognitive map of a decision maker\u27s thought process may be constructed. Results offer a great deal of promise in the use of hypermedia for organizational decision support. The implications of this study for further research are discussed

Generating collaborative systems for digital libraries: A model-driven approach

This is an open access article shared under a Creative Commons Attribution 3.0 Licence (http://creativecommons.org/licenses/by/3.0/). Copyright @ 2010 The Authors.The design and development of a digital library involves different stakeholders, such as: information architects, librarians, and domain experts, who need to agree on a common language to describe, discuss, and negotiate the services the library has to offer. To this end, high-level, language-neutral models have to be devised. Metamodeling techniques favor the definition of domainspecific visual languages through which stakeholders can share their views and directly manipulate representations of the domain entities. This paper describes CRADLE (Cooperative-Relational Approach to Digital Library Environments), a metamodel-based framework and visual language for the definition of notions and services related to the development of digital libraries. A collection of tools allows the automatic generation of several services, defined with the CRADLE visual language, and of the graphical user interfaces providing access to them for the final user. The effectiveness of the approach is illustrated by presenting digital libraries generated with CRADLE, while the CRADLE environment has been evaluated by using the cognitive dimensions framework

Dynamic literature mapping : typography in screen-based media

This paper chronicles the development of a visual map representing a literature search on key theorists and thinkers in two principal topics: Typography and New Media. Its aim is to visualise and facilitate conceptual connections between key ideas and philosophies across disciplines. This literature map was drawn up by reviewing available influential literature within these topics. Related categories were later added and a further series of literature searches were conducted to build references in each topic. This on-going cyclical process serves to construct a comprehensive contextual map of knowledge. The benefit of the map is twofold. Primarily, aiding the researcher to navigate and understand complex layers of information. Secondly, allowing the researcher to present and share representations of knowledge. The clarity of the representation is crucial in eliciting the participation of fellow design researchers and practitioners to the development and growth of the literature map

Adaptive model for web engineering methods to develop multi web applications in agile environment

Model Driven Web Engineering (MDWE) is an application of a model driven paradigm in the domain of web software development. MDWE is helpful because technologies and platforms of web applications constantly evolve into Web Engineering Methods (WEMs). The evolution of web applications has consequently introduced new features and challenges, therefore existing WEMs need to be improved. These WEMs have failed to develop modern web applications’ features. Furthermore, no single WEM is capable of covering the whole lifecycle phases. These issues decrease the usability. In addition, the Interaction Flow Modeling Language (IFML) as a recent method has also not been able to address them. This thesis developed a new WEM, Useable Adaptive Agile IFML (UAA-IFML) to solve these issues in several steps. In this research, mixed methods used were qualitative and quantitative methodologies. In the first step, a new adaptive model was defined for supporting the features of multi-web applications. The new model was developed via an adaptive model into the IFML metamodels known as Adaptive IFML (AIFML). In the second step, IFML was enriched through MockupDD for covering lifecycle, known as Agile IFML (A-IFML). This is because MockupDD provides an agile environment, hence agile lifecycle can solve the lifecycle issue. In the third step, a new adaptive model and agile process were combined as Adaptive Agile IFML (AAIFML). This integration increased the usability of the IFML method. In presenting the usability of AA-IFML, experimentation of the framework was extended to evaluate the usability of WEMs. Besides, feedbacks on the usability of AA-IFML were obtained from developers around the world using three instruments, namely performing tasks, answering questionnaires, and interviewing experts. Analysis on the feedback indicated a 20% improvement usability of the AA-IFML compared with current IFML. The findings have shown that the UAA-IFML is beneficial for developers, as they would only need to use one method to design modern web application features in the whole lifecycle phases

A Tool to Support Students-to-Teacher Feedback in Asynchronous Online Contexts

In recent years, the world of education has become increasingly Hybrid (online / on location) and Flexible (synchronous / asynchronous). One of the risks of these mixed environments is the distance between teacher and students that can make interaction, a crucial component of the teaching / learning process, more difficult. This paper introduces Evoli, a tool to support the “HyFlex model”; more specifically, the component dealing with online / asynchronous mode. Evoli enables teachers to receive precise, time-stamped feedback by their students on educational materials (typically videos). Students go through the materials and express their level of understanding as well as their questions and comments. Dashboards with the students' data allow the teacher to know, topic by topic, what is clear and what is not and thus how to organize the synchronous sessions. The tool was evaluated in a real-life setting, involving 63 graduate students in a course on Plasma Physics. The students filled in a System Usability Scale questionnaire and some questions regarding the perceived usefulness of the tool; the teacher's opinion was gathered via a semi-structured interview. Results show that students found the tool both usable and useful; the teacher's opinion was that the tool allowed prompting more reactions than a normal setting and an optimization of teaching organization

Heuristics for Broader Assessment of Effectiveness and Usability in Technology-Mediated Technical Communication

Purpose: To offer additional tools for the assessment of effectiveness and usability in technology-mediated communication based in established heuristics. Method: An interdisciplinary group of researchers at Rensselaer Polytechnic Institute selected five disparate examples of technology-mediated communication, formally evaluated each using contemporary heuristics, and then engaged in an iterative design process to arrive at an expanded toolkit for in depth analyses. Results: A set of heuristics and operationalized metrics for the deeper analysis of a broader scope of contemporary technology-mediated communication. Conclusions: The continual evolution of communication, including the emergence of new, interactive media, provides a challenging opportunity to identify effective approaches and techniques. There are benefits to a renewed focus on relationships between people and between people and information, and we offer additional criteria and metrics to supplement established means of heuristic analysis

Supporting students' construction of hypermedia

This thesis considers the proposition that hypermedia may be employed effectively in higher education. More specifically, the question of its use by undergraduate music students to assist in writing essays and dissertations is investigated. The work begins with a review of general issues relating to educational hypermedia, such as its history, application, design and architecture. A user-centred approach to hypermedia development is advocated, and after critique and analysis of the literature, a framework for human-computer interaction for educational hypermedia is proposed. A case study is reported which serves to facilitate the undertaking of original research, as well as to evaluate the proposed framework. Other environments are also selected to carry out more generic research. Both reading strategies and writing strategies are investigated, and the results from these studies are used to conduct a repertory grid analysis of students' approaches to and perceptions of essay and dissertation development. The outcome of this experiment concludes with a proposal for a structural model of essay and dissertation development. Analysis of the model suggests the need for further survey analysis of taskartefact usage in specific educational domains, and experimental studies into electronic document manipulation and the reading of music from computer screens are investigated with respect to the case study environment. The implications of the research carried out in this thesis have assisted in and helped to justify the design of the prototype system HECTOR (Hypermedia, from Essay Conception TO Realisation). It aims to support students in their research, planning and writing of essays and dissertations. HECTOR has been evaluated in the field, and the results of this go some way to supporting the hypothesis of the thesis - that hypermedia can be employed effectively in higher education