HYPERTEXT '89 Proceedings of the second annual ACM conference on Hypertext
Hypertext and hypermedia
Introduction: toward a psychophysics of hypermedia
Designing hypermedia for learning
Designing hypermedia for learning
Designing hypermedia for learning
Sociomedia: multimedia, hypermedia, and the social construction of knowledge
Sociomedia: multimedia, hypermedia, and the social construction of knowledge
Multimedia and hypertext: the Internet and beyond
Multimedia and hypertext: the Internet and beyond
Context and consciousness: activity theory and human-computer interaction
Context and consciousness: activity theory and human-computer interaction
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Computer-mediated activity: functional organs in social and developmental contexts
Context and consciousness
Developing activity theory: the zone of proximal development and beyond
Context and consciousness
UML distilled: applying the standard object modeling language
UML distilled: applying the standard object modeling language
The Unified Modeling Language user guide
The Unified Modeling Language user guide
Expansive Visibilization of Work: AnActivity-Theoretical Perspective
Computer Supported Cooperative Work - Special issue: a web on the wind: the structure of invisible work
The unified software development process
The unified software development process
Building Web applications with UML
Building Web applications with UML
Looking for linking: associative links on the Web
Proceedings of the thirteenth ACM conference on Hypertext and hypermedia
Task Analysis for Human-Computer Interaction
Task Analysis for Human-Computer Interaction
Human-Computer Interaction
About Face 2.0: The Essentials of Interaction Design
About Face 2.0: The Essentials of Interaction Design
ICWL'10 Proceedings of the 2010 international conference on New horizons in web-based learning
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By providing access, data and new forms of literacy and communication practices, it is widely accepted that networked technologies have done much to promote learner autonomy. However, in practical terms, the lack of resources, expertise and research investigations into learner interaction have all too often meant that autonomous learning is conveniently likened to teacher-independent learning, largely relying on the success and assumed intuitiveness of the World Wide Web (web) for its learner driven delivery. This situation affecting foreign language teaching and learning has been further aggravated by the recent trend, at least in UK universities, to conceive languages solely as communicative tools, further severing them from their academic base and cultural roots, often reducing learner autonomy to poor repetitive interaction. On this premise, this paper proposes to focus on how to make better use of the interactive potential of the web in order to maximise independent language learning online. From a Human Computer Interaction (HCI) design perspective, it intends to shed further light on and increase our understanding of hypermedia and multimedia structures through learner participation and evaluation. On the basis of evidence from an ongoing research investigation into online CALL literacy, it will seek to identify crucial causalities between the user interface and learner interaction affecting the learners’ focus and engagement within their own learning processes. The adopted methodology combines a task analysis of a hypermedia prototype underpinned by an activity theory approach and participatory design based on user walkthroughs and focus groups. By looking at the relationship between action and goal as well as between activities and motives, it attempts to provide a framework for evaluating online hypermedia interactivity based on identified activities, design tasks and design criteria.