October 2006 Volume 9 Number 4

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IMS Global Learning Consortium (2006). Retrieved June, 2006 from http://www.imsproject.org/. IMS Global Learning Consortium (2002). IMS AccessForAll Meta-data Specification, retrieve June, 2006 from http://www.imsglobal.org/specificationdownload.cfm. IMS Global Learning Consortium (2002). IMS Guidelines for Developing Accessible Learning Applications, retrieved June, 2006 from http://www.imsproject.org/accessibility/accessiblevers/index.html. Italian Parliament (2004). Law nr. 4 – 01/09/2004, Official Journal nr. 13 – 01/17/2004. Kelly, B., Phipps, L., & Howell, C. (2005). Implementing A Holistic Approach To E-Learning Accessibility. In Proceedings of the 12 th International Conference of the Association for Learning Technology, 6-8 September 2005, Manchester, England. Lynx Project (2006). Lynx Home Page, retrieved June, 2006 from http://lynx.browser.org/. Macromedia (2006). Authorware 7, retrieved June, 2006 from http://www.macromedia.com/software/authorware. Microformats.org (2006). Microformats.org Home Page, retrieved June, 2006 from http://microformats.org. Microsoft Corp. (2006). MS Internet Explorer Home Page, retrieved June, 2006 from http://www.microsoft.com/windows/ie/default.mspx. Mirabella, V., Kimani, S., Gabrielli, S., & Catarci, T. (2004). Accessible e-learning material: A no-frills avenue for didactical experts. New Review of Hypermedia and Multimedia, 10 (2), 165–180. Morales, R., Leeder, D., & Boyle, T. (2005). A Case in the Design of Generative Learning Objects (GLOs): Applied Statistical Methods. In Proceedings of Hypermedia and Telecommunications (EDMEDIA), June 27-July 2, 2005, Montreal, Canada. Mozilla Project (2006). Mozilla Firefox Home Page, retrieved June, 2006 from: http://www.mozilla.org/. Netscape Communications Corp. (2006). Netscape Browser home page, retrieved June, 2006 from http://browser.netscape.com/ns8/. OpenOffice (2006). Writer, retrieved June, 2006 from http://www.openoffice.org/product/writer.html. ReadyGo, Inc. (2006). ReadyGo Web Course Builder, retrieved June, 2006 from http://www.readygo.com/. Salomoni, P., & Mirri, S. (2004). A multimedia broker for ubiquitous and accessible rich media content transcoding. In Proceedings of 1st IEEE International Workshop on Net-working Issues in Multimedia Entertainment – NIME (Globecom Satellite Workshop), November 29, 2004 Dallas, TX, USA. Salomoni, P. & Mirri, S. (2005). Providing Accessible and Portable Video Lecture from Content transcoding. In Proceedings of 11th Euromedia Conference, 11-13 April 2005, Toulouse, France. Serco (2006). VirtualCampus, retrieved June, 2006 from http://www.teknical.com/products/virtual_campus.htm. SumTotal Systems, Inc. (2006). Toolbook, retrieved June, 2006 from: http://www.toolbook.com/index.php. U.S. Rehabilitation Act Amendments of 1998 (1998). Section 508, retrieved June, 2006 from http://www.webaim.org/standards/508/checklist. University of Bologna (2004). Ambiente Accessibile d’Apprendimento, retrieved June, 2006 from: https://a3.unibo.it. Vitali, F. (2003). Creating sophisticated web sites using well-known interfaces. In Proceedings of HCI International 2003 Conference, June 22-27, 2003, Crete, Greece. 15
World Wide Web Consortium (1999a). Accessibility Features of SMIL, retrieved June, 2006 from: http://www.w3.org/TR/SMIL-access/. World Wide Web Consortium (2001a). Extensible Stylesheet Language (XSL), Version 1.0, retrieved June, 2006 from http://www.w3.org/TR/xsl/. World Wide Web Consortium (2000). Extensible HyperText Markup Language (XHTML) Version 1.0, retrieved June, 2006 from http://www.w3.org/TR/xhtml1/. World Wide Web Consortium (1999b). HyperText Markup Language (HTML), Version 4.01, retrieved June, 2006 from http://www.w3.org/TR/html4/. World Wide Web Consortium (2001b). Synchronized Multimedia Integration Language (SMIL) 2.0, retrieved June, 2006 from http://www.w3.org/TR/smil20/. World Wide Web Consortium (1999c). Web Content Accessibility Guidelines 1.0. (WCAG), retrieved June, 2006 from http://www.w3.org/TR/WCAG10/. World Wide Web Consortium (2006). Web Content Accessibility Guidelines 2.0 W3C Working Draft 27 April 2006, retrieved June, 2006 from http://www.w3.org/TR/WCAG20. 16
Page 1 and 2: October 2006 Volume 9 Number 4
Page 3 and 4: Guidelines for authors Submissions
Page 5 and 6: How Does Educational Technology Ben
Page 7 and 8: Adaptivity is one of the most impor
Page 9 and 10: 3. Ease of editing and updating: wh
Page 11 and 12: Accessible and personalized Learnin
Page 13 and 14: From this definition, we figured ou
Page 15 and 16: Verifying contents Figure 3. The pa
Page 17 and 18: Figure 7. The ISA on line interface
Page 19: Adaptive Technology Resource Centre
Page 23 and 24: guiding and supporting environment
Page 25 and 26: As an example, to improve the acces
Page 27 and 28: option). Although this finding migh
Page 29 and 30: of eLearning content and enhance th
Page 31 and 32: Hodgings, W. & Duval, E. (2002). IE
Page 33 and 34: the entire course of study. This sy
Page 35 and 36: information useful for the contextu
Page 37 and 38: Nr of student 25 20 15 10 5 0 a - w
Page 39 and 40: Vincenzo, a second year student, ne
Page 41 and 42: Evaluation Recently embodied conver
Page 43 and 44: The interaction may be performed on
Page 45 and 46: Poggi, I., Pelachaud, C., & de Rosi
Page 47 and 48: Lanzilotti, R., Ardito, C., & Costa
Page 49 and 50: quality in use, which is measured b
Page 51 and 52: process of designing high quality c
Page 53 and 54: eLSE methodology Designers and eval
Page 55 and 56: Execution phase Execution phase act
Page 57 and 58: on the inspection process and, cons
Page 59 and 60: Piccinini, N., & Scollo, G. (2006).
Page 61 and 62: Answers and reinforcement A.1: Use
Page 63 and 64: potential project ideas (from pure
Page 65 and 66: For each column in Table 2, the sum
Page 67 and 68: educational goals and the various r
Page 69 and 70: A new computerized Records Manageme
Page 71 and 72:
eflected in artifacts and other str
Page 73 and 74:
any distributed community include b
Page 75 and 76:
message in order to obtain a respon
Page 77 and 78:
Figure 3. Social network after intr
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increased face-to-face collaboratio
Page 81 and 82:
References Bogenrieder, I. (2002).
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Donoghue, S. L. (2006). Institution
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contemplate part-time, rather than
Page 87 and 88:
espective institutions. The primary
Page 89 and 90:
greater flexibility in course selec
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Cost-benefit One distinct benefit o
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Resources The development of online
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courses where it is has little pote
Page 97 and 98:
A fellowship programme, such as the
Page 99 and 100:
Moore, M.G. (1998). Introduction. I
Page 101 and 102:
Software reuse has two dimensions,
Page 103 and 104:
Courseware development process mode
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Didactics analysis This phase consi
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Process didactics design We focus o
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The repository is organized into co
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the analysis and the design phase o
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Figure 12. Weaving content and dida
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complete user-specific (author, ins
Page 117 and 118:
References ADL (Advanced Distribute
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Bender, D. M., & Vredevoogd, J. D.
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(see Figure 2). The incorporation o
Page 123 and 124:
Figure 4: Example of Summary Image
Page 125 and 126:
The competitive nature of design cl
Page 127 and 128:
Dias, L. B. (1999, November). Integ
Page 129 and 130:
materials built into the system. Th
Page 131 and 132:
This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
Page 139 and 140:
Appendix B The following 44 items r
Page 141 and 142:
Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Kirkpatrick, and Peck (2001) have a
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2001). The system thus aims to assi
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a strong agreement between the two
Page 151 and 152:
of the dynasty. 3. Information on
Page 153 and 154:
Comparing works designed using the
Page 155 and 156:
Tselios, N., Stoica, A., Maragoudak
Page 157 and 158:
strategies during their interaction
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P(B|D) is the probability of a netw
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Online help adaptation using Bayesi
Page 163 and 164:
AUSM that will return the most prob
Page 165 and 166:
direct experimentation with a new s
Page 167 and 168:
Figure 7. An example of use of the
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Cooper, J. & Herskovits, E. (1992).
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Goldberg, A. K., & Riemer, F. J. (2
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In addition to convenience, propone
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members increased flexibility. They
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Oppenheimer, T. (1997, July). The c
Page 179 and 180:
The basis of reform in science educ
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technology and are not confident in
Page 183 and 184:
participants that learning as a gro
Page 185 and 186:
A hierarchy of Systems Identifying
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the change agents to recognize the
Page 189 and 190:
Nonis, A. S., & O’Bannon, B. (200
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maintaining the interest levels of
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Focus group interviews with our stu
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course and again at the end of the
Page 197 and 198:
second phase of valuing, commitment
Page 199 and 200:
Kinzie, M. B., Whitaker, S. D., Nee
Page 201 and 202:
Although this work is based on a st
Page 203 and 204:
Website Design The MTP website (www
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Researchers, for review and coding
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quality that are the focus of the M
Page 209 and 210:
Kelley, M. A., Whitaker, S. D., Nee
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or underserved populations. For exa
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2004 Baruch College Computer Center
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professional-level tools and resour
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Third, with the exception of the Om
Page 219 and 220:
Hepp, P., Hinostroza, E., Laval, E.
Page 221 and 222:
The AccessForAll strategy complemen
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of people with special needs, or di
Page 225 and 226:
(including where their search for r
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international standard. The ISO pro
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information will be expressed using
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DC Metadata Terms: http://dublincor
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Choquet, C., & Corbière, A. (2006)
Page 235 and 236:
TEL Standards, Specifications and P
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The Resources Management Process ma
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Step 1: Instantiation of the enterp
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Step 5: Instantiation of the techno
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correlation of the different viewpo
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Hummel, H., Manderveld, J., Tatters
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Karagiannidis, C. (2006). Book revi
Page 249 and 250:
Glenn, L. (2006). Book review: Visu
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