Do a select all and paste into a word processor.

<PRE>

Outline, Notes and Things

+++++++++++++++++++++++++
INTRO

*	Go through a list of traits that can be used to describe and evaluate pedagogic resources. For each one we will try to give 
*	A definition
*	An overview and examples
*	At least one taxonomy or set of evaluative criteria.
*	References

*	Review a scoring guide that has been constructed to reflect some of the evaluative criteria.
*	Apply the scoring guide to two examples from EdMedia99.
*	Wrap-up (feedback, evaluations).


1. Introduction

Begin with an introductory discussion of "what makes a resource pedaogoical". This is so we get to know each other.

+++++++++++++++++++++++++
2. Instructional Design, Instructional Theory, and Information Design

*	A definition

Instructional Design


Instructional design plans and implements learning content and activities.  Instructional design minimally consists of an integration of objectives, the methods of instruction, and evaluation. Its goal is to facilitate an appraoch to learning.

Instructional design concerns the planning and delivery of learner content.  It includes the tasks and tactics of instruction in relationship to specific educational goals.

As this instruction is by diliberate design, instructioal technologists typically use design models and learning theories to plan and implement instruction.

There are many approaches to the systematic design of instruction.  The utility of each is dependent on individuals who wish to adopt a systematic approach in the design of instruction.

- Thorndike's work on innstructional strategies and learning (1913)
- Bobbitt's work on job analysis (1924) 
- Tyler's work on objectives and criterian-refereced testing (1942)
- Skinner's systemtaic application of behavioral psychology to the design of instruction (1960)



Gustafson and Tillman in Gagne

Stalward Instructional Design Principles and Application:


Jerome Kemp

Jerome Kemp advocated that in any instructional design plan that ten elements be considered:

1. Assess learning needs for designing an instructional program; state goals, constraints, and priorities that must be recognized
2. Select topics or job tasks to be treated and indicate general purposes to be served.
3. Examine characteristics of learners or trainees which should receive attention during planing
4. Identify subject content and analyze task components relating to stated goal and purposes
5.  State learning objectives to be accomplished in terms of subject content and tasks components.
6.  Design teaching/learning activities to accomplish the stated objectives.
7.  Select resources to support instructional activities.
8. Specify support services required for developing and implementing activities and acquiring or producing materials.
9. Prepare to evaluate learning and outcomes of the program.
10. Determine preparation of learners or trainees to study the topic by pretesting them.

p.11  The Instructional Design Process.  1985.  Donnelley & Sons


Systems Approach - The Dick and Carey Systems Approach Model for Designing Instruction

- identify instructional goals
- identify entry behaviors, characteristics
- conduct instructional analysis
- write perfomrance objectives
- develop criterion-referenced test items
- deveop instructional strategy
- develop and select instructional materials 
- design and conduct formative evalaution (loop back where needed)
- design and conduct summative evaluation


Individualized Instruction

Skinner:  

In a very behavioral way, Skinner maintained that instruction and its sequence could be broken into discrete tasks.  The learner could move from one point to the next, in discrete steps, allowing for deliberate programmatic instruction.

The programmed Instruction movement that gained favour post 1950's and in the 60's and 70's early CBT systems had this as its structure.



Audio Tutorial is an example of a media that employs a skinnerian approach.


Learning Situations (Reigeluth in Gagne,  p. 195, 1984)

Mot necesrily sequential.

stimulate and maintain interest
create or activate a meaningful context
present the information
provide enrichment on the presentation (if appropriate)
provide practice on the information
provide enrichment on the information (if appropriate)
provide reinforcement and feedback
provide enrichment on the feedback, (if necesssary)


Gagne's Domains of Learning

- psychomotor skills
- intellectual skills
- verbal iformation
- attitudes
post instruction

Motivation - Keller (1979)

Descriptive Theory of Motivation


Scaffolding
Web-Printerface
Browser Capacity
Motivational Attributes
Contolability of Environmemt





Reference:  

The Uses and Design of Webs in Instruction
http://darkwing.uoregon.edu/~robertsr/bc/w_uses.html
Robert Roberts & Robby Robson


Instructional Theory

Information Design



*	An overview and examples'



*	At least one taxonomy or set of evaluative criteria.
*	References



+++++++++++++++++++++++++
3. Web (Site) Design  


Many of us are not only consumers of the web but are also creators of the web.  With little training in web design, creators place materials online which arguably could be better designed visually and structurally.  With accessibilty issues gaining more prominence, we seek the optimal designs for the widest possible and with an appropriate reach.  One view of Web Design has three aspects <A HREF="http://www.wdvl.com/Seminars/Design/">sensory, conceptual, and reactive.</A>  This seeking the &quot;illusive inclusive&quot;.

Nielson (1999) in a small sample of 20 prominent sites (criteria udefined found the following:

http://www.useit.com/alertbox/990516.html

Web Design Principles

<A HREF="http://darkwing.uoregon.edu/~robertsr/design/page.html">Web Page Design</A>

1.  <A HREF="http://darkwing.uoregon.edu/~robertsr/design/GUI.html">Portals to the Web</A>

References
Top Ten Design Mistakes

Who Commits The "Top Ten Mistakes" of Web Design?
http://www.useit.com/alertbox/990516.html
Jakob Nielsen's Alertbox, May 16, 1999

<A HREF="http://info.med.yale.edu/caim/manual/contents.html">Yale Web Style Manual</A>

<PRE>
[Up] [Map] [Prior] [Robot Wisdom home page] 

From: jorn@mcs.com (The HyperTerrorist)
Newsgroups: alt.hypertext,alt.culture.www,comp.infosystems.www.authoring.misc
Date: 3 Aug 1995 14:17:24 -0500


Subject: WWW-REVIEW: Kiss My Clown Pants, Patrick Lynch!


Summary: a scathing critique of the Yale Style Manual

A few months back on alt.hypertext, I threatened to prove, with specific examples, ***that the worst hypertext design on the WWWeb is in the style manuals of the academic hypertext gurus***. 
Their hypertext theory is stuck in an old-fashioned, elitist mindset that just doesn't fit with the democratic utilitarianism of the WWWeb! The point of hypertext design on the WWWeb is to make the most information available as clearly and easily as possible. Jargon is a pure waste, and formal structures are more often a hindrance than a help, and the conventions of academic publishing just don't work in WWWeb-space... 
Possibly the most frequently cited online guide is Patrick Lynch's Yale Style Manual. 
Being from Yale, it's not surprising that Lynch assumes a pose of omniscience, and writes in a style designed to impress rather than to communicate directly. This is the approach *required* by academic publication, along with heavyhanded citations to other 'research', and clumsy segregation of appendices at the end, and unhelpfully abstract tables of contents, and a boring 'introduction' dealing with side issues... 
So the overall effect is that you feel you're back in school, and the amount of work you have to do before getting to any useful insights is outrageous! 
Gareth Rees offers a much better overall model at his site, beginning with a 'table of contents' that concisely summarizes *all* the central points of his presentation. If the summary is too terse, all you have to do is click for more detail! If it's *not* too terse, you can confidently skip that whole section, if you're in a hurry (as who ever isn't?!). 
Lynch then begins to dictate a set of often-very-dubious rules for ideal WWWeb structure, that seem too often be rigidity for rigidity's sake: 
"Many critics and designers of graphic user interfaces have noted the disorienting effect of scrolling on computers screens..." he claims, and proceeds to assert that three screenfuls of information is the maximum allowable. Unfortunately, this is pure fiction! Short pages are annoying, and linking between them is much more disorienting than scrolling... 
Lynch diagrams his ideal page layout, with bloated footers and too-scant headers, contrasting this with any freer design style, which he scorns as "clown pants"! 
He defines an ideal use for 'home' buttons that completely fails to orient one to the broader structure of his site. Going 'home' from the contents-page suddenly offers two further unexpected 'homes'-- the Med School, and Yale. These would make better sense at the top of the contents page, but he's fixed a rule that forbids this. 
Having broken some pages into two-- an A and a B-- he fails to define his 'prev' and 'next' buttons consistently-- sometimes they skip the B page and sometimes not. (A missed opportunity, for his prev and next buttons, would have been to include a hint at the content of those target pages.) 
Each page has a bland graphic at the top that proves to be a home button, though it has no text, and is set inconsistently as to which home it will take you to. None of the graphic buttons offer ALT text for lynx. 
The various appendices are implemented in a "stairmaster" design, with no prev or next, so you have to keep returning to the ToC (table of contents) if you want to visit them all. (The last one looks to me like completely irrelevant Macintosh material!?) 
Footers regularly take up almost a full screen, including a multiline copyright notice, and an explicit statement of the URL for the convenience of those printing the text to a file. (Not a terrible idea, but obtrusive here.) The design of the footer makes it unclear if you've reached the bottom of the file, and in fact on many pages he sneaks in text-style footnotes *under* the footer! 
And finally (for now) this inline submenu was apparently never proofed for misconnected links... 
But this site is really generally much better than the average academic hypertext style guide! It makes several very good points, and includes many very nicely drawn GIFs... 
This critique may be the first in a series... so if your style guide makes similar errors-- get cracking, shape up, or watch out!!! ;^/ 


j                                 hypertext theory as if the wwweb matters
jorn@mcs.com                      http://www.mcs.net/~jorn/html/hyper.html



------------------------------------------------------------------------
Here's an experiment using the fabulous Altavista WWWWeb index. It offers all known pages that link to this page:
References: WWW Criticism | Tom Roth's Bookmarks | Guides to HTML | Vertical Research list of UI related references | Web Workshop | 
[Up] [Map] [Next- HJS critique] [Robot Wisdom home page] (Feedback) 

http://www.mcs.net/~jorn/html/net/klown.html

</PRE>




*	the illusive inclusive


*	its easy to create a web page, its hard to do it well


*	terms: 
*	web page
*	the Web (WWW)
*	web
*	web site
*	HTML
*	extensions
*	style sheets



*	A definition

Designing webs can be viewed in three modalities:  technical, visual, and in of instruction from a technical stance is one variable in  pedagdogic designSite design concerns the deisgn and technical elements of placing data assests online
*	An overview and examples

Web Design
*	At least one taxonomy or set of evaluative criteria.
*	References

http://darkwing.uoregon.edu/~robertsr/design/design.html


4. Management  
5. Interadaptivity 
6. Multimedia

*	A definition



Audio-Visual Devices:

"Audiovisual device means any piece of equipment, and associated materials, that controls through mechanical or electronic means, the presentation of visual or auditory communication for instruction" ... Reiser in Gagne (1987).  Instructional technology "A History". Instructional Technology Foundations
p. 12 Lawrence Erlbaum and Associates, NJ


Examples:

Shockwave

*	An overview and examples
*	At least one taxonomy or set of evaluative criteria.
*	References

 
7. Accessibility

*	A definition
*	An overview and examples
*	At least one taxonomy or set of evaluative criteria.
*	References

 
8. Scoring Guide  
9. Examples 
10. Wrap-up  



Instructional Design


Web Pedagogy Scoring Guide
http://darkwing.uoregon.edu/~robertsr/bc/w_scoring_guide.html






LINKS FROM:
http://www.unc.edu/courses/ssp/ped.html


Center for Instructional Technology
University of North Carolina, Chapel Hill




Evaluation

Criteria for Evaluation of Internet Information Resources 
Department of Library and Information Studies, Victoria University of Wellington 
http://www.vuw.ac.nz/~agsmith/evaln/index.htm 

A list of questions and topics to consider when evaluating Web information sources.
Evaluating Internet Based Information 
Don Descy, Mankato State University 
http://www.lme.mankato.msus.edu/class/629/cred.html 

Resource for a course on 'Internet and the School.' Links to various Web sites which promote discussion of credibility and quality. Also includes links to relevant readings and a list of questions for Web site evaluation.
Evaluating Internet Research Sources 
By Robert Harris, Southern California College 
http://www.sccu.edu/faculty/R_Harris/evalu8it.htm 

Useful for students and instructors. Presents basic techniques for evaluating Web pages. Explains what to look for and what to avoid, how to recognize credible sources.
Evaluating Web Sites for Educational Uses: Bibliography and Checklist
By Carolyn Kotlas, UNC-CH Center for Instructional Technology
http://www.unc.edu/cit/guides/irg-49.html 

Articles by librarians and other information specialists on how to evaluate Web sites. A checklist of questions to ask when evaluating a Web site as a potential educational resource is included. More checklists are available in the articles cited. 
Evaluation Form and Results 
By Barbara Wildemuth, University of North Carolina at Chapel Hill 
http://www.unc.edu/courses/ssp/wildmemo.html 

This memo analyzes the results of students' evaluation of instructional use of the Internet in a course in the School of Information and Library Science. The memo links to the actual evaluation form and results.
Evaluation Tools 
Multmedia in Manufacturing Education 
http://mime1.marc.gatech.edu/MM_Tools/evaluation.html 

A collection of ten tools for evaluating interactive learning systems. Tools include interview protocol, questionnaire, user interface rating form, focus group protocol and formative review log.
No Significant Difference 
Thomas Russell, North Carolina State University 
http://tenb.mta.ca/phenom/ 

A collection of research articles, written over a thirty-year period, which show that the technology used in instruction has no impact on learning outcomes.
Sloan Center for Asynchronous Learning Environments 
University of Illinois at Urbana-Champaign 
http://w3.scale.uiuc.edu/scale/ 

Links to the Center's evaluations of asynchronous learning projects during three consecutive semesters. Includes surveys and interviews with students, staff, and faculty. Also includes a section on "Gains in Student Achievement."
Thinking Critically about World Wide Web Resources 
Esther Grassian, UCLA College Library 
http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm 

Provides a list of questions for use in evaluating Web sites.



XHTML� 1.0: The Extensible HyperText Markup Language
http://www.w3.org/TR/xhtml1/


Web-Based Course Authoring Tools: Pedagogical Implications
Dabbagh, Bannan-Ritland, Silc
http://www.towson.edu/~dabbagh/edmedia.html

Online educational delivery applications: a web tool for comparative analysis
Dr. Bruce Landon of Douglas College, New Westminster, B.C.
http://www.ctt.bc.ca/landonline/

Prolegomena to a theory of instructional design.
http://itech1.coe.uga.edu/itforum/paper27/paper27.html
Duchastel, P. (1998). Online ITFORUM presentation and archived discussion. 


Evaluating Internet-based Information: A Goals-based Approach
http://www2.ncsu.edu/unity/lockers/project/meridian/jun98/feat2-6/feat2-6.html
Meridian.  A Middle School Computers Technology Journal


Evaluating the Quality of Internet Resources: Consolidated Listing of Evaluation Criteria and Quality Indicators
http://itech1.coe.uga.edu/faculty/gwilkinson/criteria.html
Gene L. Wilkinson, Lisa T. Bennett, and Kevin M. Oliver. Department of Instructional Technology University of Georgia, Athens, GA 30606

Evaluating the Quality of Internet Information Sources
http://itech1.coe.uga.edu/Faculty/gwilkinson/AACE97.html
Gene L. Wilkinson, Lisa T. Bennett, and Kevin M. Oliver. Department of Instructional Technology University of Georgia, Athens, GA 30606


Critical Evaluation Information
http://discoveryschool.com/schrockguide/eval.html
Kathy Schrock

Web Design - More than Meets the Eye
http://www.wdvl.com/Seminars/Design/
Internet World


http://www2.widener.edu/Wolfgram-Memorial-Library/webeval.htm
Jan Alexander and Marsha Ann Tate, Wildener Univeristy: Wolfgram Memorial Library


Who Commits The "Top Ten Mistakes" of Web Design?
http://www.useit.com/alertbox/990516.html
Jakob Nielsen's Alertbox, May 16, 1999

Instructional Design in the Information Age
http://ifets.gmd.de/discussions/discuss_may99.html
International Forum of Educational Technology & Society

Development of Standards or Criteria for Effective Online Courses
http://ifets.gmd.de/discussions/discuss_june99.html
International Forum of Educational Technology & Society

Prolegomena to a Theory of Instructional Design
http://itech1.coe.uga.edu/itforum/paper27/paper27.html
Philip Duchastel, Nova Southeastern University


Information Design Theory - A representation in the making 
http://www.fcae.nova.edu/~duchaste/InfoDesign/info_design_theory.htm
Philip Duchastel, Information Design Institute, Nova Southeastern University

Learning Interfaces 
http://www.nova.edu/~duchaste/interfac.html
Philippe Duchastel, In T. Liao (Ed.) Advanced Educational Technology: Research Issues and Future Potential. New York: Springer-Verlag, 1996 

Merrill, D. (1997, Nov/Dec) Instructional strategies that teach. CBT Solutions, 1-11. Available online at http://www.coe.usu.edu/it/id2/constncy.htm 


Nielsen, J. (1999). User interface directions for the Web. Communications of the ACM. 42 (1), 65-72. 


CHAOS, ORDER, AND SENSE-MAKING:
A PROPOSED THEORY FOR INFORMATION DESIGN (draft)
http://edfu.lis.uiuc.edu/allerton/95/s5/dervin.draft.html
Brenda Dervin Professor, Department of Communication, Ohio State University


Learning Strategies Then and Now: Same or Different?
International Forum of Educational Technology & Society
http://ifets.gmd.de/discussions/discuss7.html
Moderator: M. David Merrill
Utah State University, USA


Knowledge Interfacing in Cyberspace
http://www.nova.edu/~duchaste/cyberg.html
Philip Duchastel, Nova Southeastern University, Fort Lauderdale, Florida, USA 
Paper presented and discussed on-line during September 1996 at the First International Cyberspace Conference on Ergonomics. Reprinted in a special issue of the International Journal of Industrial Ergonomics, 1998, 22, 267-274

Evaluating Websites
http://trochim.cornell.edu/webeval/webeval.htm
William Trochim, Cornell, Ithaca

Strategies for Designing Instruction in Web-based Computer Conferencing
http://www.inform.umd.edu/About/.IIT/probinso/epiphany/strategies.html
Paulette Robinson University of Maryland College ParkIntroduction 


Using Technology as Cognitive Tools: Research and Praxis
http://alpha6.curtin.edu.au/conference/ASCILITE97/papers/Reeves/Reeves.html
Thomas C. Reeves Ph.D. University of Georgia; James M. Laffey Ph.D. University of Missouri; and Mary R. Marlino Ed.D. University Consortium for Atmospheric Research



Assessment in WWW-Based Learning Systems: Opportunities and Challenges
http://www.iicm.edu/jucs_4_4/assessment_in_www_based/paper.html
Mary Hopper, Ph.D. (Networked Multimedia Information Systems (NMIS), 
Massachusetts Institute of Technology, Cambridge, MA, USA 


"Handicapped Access hits the Web"
http://www.zdnet.com/zdnn/stories/news/0,4586,2243282,00.html
ZDNet


Classification of Interactivity and Amount Of Instruction Delivered Online: All Variables
http://dle.byu.edu/research/matrix/
The Digital Learning Environments Research and Devlopment Group - Bringham Young Univerisity

EVNET Project 3
http://ccism2.pc.athabascau.ca/html/evnet/project.htm

The Future of Online Learning
http://www.atl.ualberta.ca/downes/future/home.html
Stephen Downes, Univeristy of Alberta - Edmonton


Online Learning Environment - Course Development Planning Guide
DRAFT
http://www.atl.ualberta.ca/downes/naweb/process/process.html
Stephen Downes, Univeristy of Alberta - Edmonton

The Triad Model
http://www.atl.ualberta.ca/downes/naweb/triad.htm
Stephen Downes, Univeristy of Alberta - Edmonton

Issues in Designing a WEB Based Programme
http://www.uvm.edu/%7Ehag/naweb97/papers/holt.html
Peter Holt, Charles Van Duren, Karen Stauffer, Richard Bradley, Jane Gismondi, et al. Athabasca University


A Comparative Analysis of Web-Based Testing and Evaluation Systems
http://iq.orst.edu/edmedia/docs/web-based_testing.html
Elizabeth J. Gibson (email: ejgibson@unity.ncsu.edu) 
Patrick W. Brewer 
Ajay Dholakia 
Mladen A. Vouk 
Donald L. Bitzer 
Dept. of Computer Science 
North Carolina State University 


ITForum
http://itech1.coe.uga.edu/itforum/home.html
is sponsored by the Georgia. 



NOVEMBER 1998

The Art and Science of Education: Pedagogy Includes Technology
http://horizon.unc.edu/TS/letters/1998-11.asp#ralston
Glenn Ralson





Books:

How to Evaluate and Create Information Quality on the Web (1999)
http://www.erlbaum.com/html/2066.htm
Janet E. Alexander, Widener University and Marsha A. Tate, Widener University


Information Design (1999)
http://mitpress.mit.edu/book-home.tcl?isbn=026210069X
Robert Jacobson (ed.) 
  
Visual Explanations : Images and Quantities, Evidence and Narrative (1997)
http://www.amazon.com/exec/obidos/subst/features/t/tufte/tufte-edward.html/002-1143807-8248831
Edward R. Tufte, Bonnie Scranton (Illustrator), Dmitry Krasny (Illustrator)

Envisioning Information (1990)
http://www.amazon.com/exec/obidos/ASIN/0961392118/ref=sim_books/002-1143807-8248831
Edward R. Tufte

The Visual Display of Quantitative Information (1983)
http://www.amazon.com/exec/obidos/ISBN=096139210X/002-1143807-8248831
Edward R. Tufte











Guidelines on the Quality Assurance of Distance Learning
http://www.qaa.ac.uk/dlg/intro.htm
The Quality Assurance Agency in Higher Education

Mindweave: Communication, Computers and Distance Education (1989)
http://www-icdl.open.ac.uk/mindweave/mindweave.html
Edited by Robin Mason and Anthony Kaye. Published by Pergamon Press, Oxford
ISBN 0-08-037755-6. 273p. Out of Print

The Online Report on Pedagogical Techniques for Computer-Mediated Communication
http://www.hs.nki.no/~morten/cmcped.htm
Morten Flate Paulsen


The Nature and Purpose of Online Discourse:  A Brief Synthesis of Current Research
as related to The WEB Project
http://www.cudenver.edu/~lsherry/pubs/dialogue.htm
Lorraine Sherry, Research Associate, RMC Research Corporation
August 24, 1998. Copyright © 1998 AACE. To appear in the International Journal of Educational Telecommunications.


Explorations in Learning & Instruction: The Theory Into Practice (TIP) Database 
http://www.gwu.edu/~tip/
Greg Kearsley

Learning in open-ended environments: Tools and technologies for the next millennium
http://dragon.ep.usm.edu/~dsurry/ole.htm
Michael Hannafin, The University of Georgia


EVA - An Evaluation Tool
http://bengt2.citu.lu.se/eval/index_eng.html
Nicklas Nordborg & Mats Svensson, CITU Lunds Universitet


COMPUTER MEDIATED COMMUNICATION


http://www.americancomm.org/
American Communication Association

http://www.cios.org/
Communication Institute for Online Scholarship

http://www.nib.unicamp.br/recursos/distance_education/internet.htm
The Internet and Computer Mediated Communication

http://www.fed.qut.edu.au/tesol/cmc.html
Synchronous Computer Mediated Communication Resource Site


COOPERATIVE LEARNING

http://www.excel.net/~ssmith/cooplrn.html
Active Learning Center - Cooperative Learning


http://www.snhhsc.milford.nh.us/coop.html
Cooperative Learning


http://www.clcrc.com/
Cooperative Learning Center, University of Minnesota


http://www.utc.edu/Teaching-Resource-Center/CoopLear.html
Cooperative Learning, University of Tennessee at Chattanooga


http://bestpractice.net/index.html
Instructional Innovation Network








++++++++++


web pedagogy
evaluation
web course management software
online journals
CMC


standards - ims, w3c,





The Pedagogy of Web Site Design
Dr. E.L. Skip Knox
http://www.aln.org/alnweb/magazine/issue2/knox.htm
ALN Magazine Volume 1, Issue 2 - August 1997





Asynchronous Learning Networks
http://www.aln.org/

The Technology Source
http://horizon.unc.edu/TS/contents/1999-05.asp

Journals related to Web-based Education

http://horizon.unc.edu/
A site containing pointers to a couple of publications examining online
learning.  Both quite good from different perspectives.

Education and Information Technology
http://www.chapmanhall.com/ei.html

Journal of Interactive Multimedia in Education
http://www-jime.open.ac.uk/

Virtual University Journa
http://www.openhouse.org.uk/virtual-university-press/vuj/welcome.htm

Language, Learning and Technology
http://polyglot.cal.msu.edu/llt/

Kairos: A Journal For Teachers of Writing in Webbed Environment
http://english.ttu.edu/kairos/


Electronic Journal on Virtual Culture



Interpersonal Computing and Technology Journal (IPCT-J)

Journal of Computer-Mediated Communication


Journal of Asynchronous Learning Networks
http://www.aln.org/

Interactive Learning Environments
http://hi-c.eecs.umich.edu/ile/index.txt.html


Distance Education Report
http://www.distance-educator.com/index.txt.html

The European Journal of Open and Distance Learning
http://www.nks.no/eurodl/




http://www.aln.org/alnweb/journal/Vol3_issue1/carswell.htm


Understanding the 'Electronic' Student: Analysis of Functional Requirements
for Distributed Education
JALN Volume 3, Issue 1 - May 1999
http://www.aln.org/alnweb/journal/Vol3_issue1/carswell.htm

Linda Carswell, Pete Thomas, Marian Petre, Blaine Price, Mike Richards
Centre for Informatics Education Research
Computing Department, The Open University, UK


JALN Volume 3, Issue 1 - May 1999
Gender Differences in Asynchronous Learning in Higher Education: Learning
Styles, Participation Barriers and Communication Patterns
Kimberly Dawn Blum
http://www.aln.org/alnweb/journal/Vol3_issue1/blum.htm


Theory | Practical Tips and Planning | Evaluation

Theory

Resources for Teaching and Learning with Technology
Pedagogy Task Force, UNC-CH Faculty Information Technology Advisory
Committee (FITAC)
http://www.unc.edu/cit/fitac/ptf-resources.html

A compilation of research related to teaching and learning that is either
applicable to teaching with technology or specific to effective teaching
with technology.
Delivering Instruction on the World Wide Web
By Thomas Fox McManus, University of Texas at Austin
http://ccwf.cc.utexas.edu/~mcmanus/wbi.html

Discusses advantages and disadvantages of using the Web in teaching.
Includes some introductory material (basic terminology, HTML). Applies
contructivist and objectivist theories to Web-based instruction. Includes a
link to McManus's Special Considerations for Designing Internet Based
Instruction.
Effectively Using Electronic Conferencing
By  Linda Harasim, University of Illinois
http://www.indiana.edu/~ecopts/ectips.html

Contains  suggestions meant to stimulate thinking about using electronic
conferencing in a course.  Includes a list of suggested "things to do" and
"things to avoid."
Explorations in Learning & Instruction: The Theory Into Practice Database
By Greg Kearsley, George Washington University
http://www.gwu.edu/~tip/

A useful guide to over 50 theories of instruction. For each theory, provides
a summary, a bibliography, and the names associated with it. Database
searchable by theory, domain, and concept.
Putting Courses Online: Theory and Practice
By Mark Koyanagi, UNC-CH
http://ils.unc.edu/disted/cmi/final2.html

Provides a succinct explanation of objectivist and constructionist theories
of instruction and applies each to Web-based learning. Includes suggestions
for putting a course online and offers the author's personal observations
based on his experience as an instructional and technical consult. Links to
sample courses and other resources.
Technology Tools for Today' Campuses
by James L. Morrison, UNC-CH,
editor of The Technology Source and On The Horizon
http://horizon.unc.edu/projects/monograph/CD/

Provides accounts of educational colleagues using technology in their
classes. This is a collection of 72 articles, presented in seven sections
describing uses of such tools as listservs, e-mail, the World Wide Web
(WWW), or multi-user domains (MUDs) in teaching. Each article has links to
syllabi, student papers written on the Web, and reference sites.
The World Wide Web in Education: A Closer Look
By Andy Carvin, of Ed Web
http://edweb.gsn.org/web.intro.html

Essay which attempts to answer the question, "What exactly does the
World-Wide Web have to offer education?" Discusses the role of the Web in
curricular reform, the importance of hypertext, and the Web's future in the
classroom.

Practical Tips and Planning

Encouraging Student Use of Internet Technologies
Anne Parker, University of North Carolina at Chapel Hill
http://www.unc.edu/courses/ssp/notes/StdntUse.html

Notes from a workshop which addressed diffusion of technologies, offered
tips for overcoming barriers, and presented a process of student adoption.
Encouraging Students to Use Technology
Robert Harris, Southern California College
http://www.sccu.edu/faculty/R_Harris/techuse.htm

Offers twelve practical and simple tips for higher education educators
interested in incorporating technology into the classroom.
Some Thoughts about Web Quests
Bernie Dodge, San Diego State University
http://edweb.sdsu.edu/courses/edtec596/about_webquests.html

Explanation and examples of WebQuests, inquiry-oriented activities in which
some or all of the information that learners interact with comes from
resources on the internet.
Tips for Teaching with Technology
Center for Instructional Technology, UNC-CH
http://www.unc.edu/cit/tips/

This "just-in-time" resource provides practical suggestions for instructors
who want to use technology to meet instructional objectives. Each
installment addresses long-established tasks and goals of instruction and
offers ways which new technologies may be used to accomplish them.
WWW Constructivist Project Design Guide
Institute for Learning Technologies, Coulmbia University
http://www.ilt.columbia.edu/k12/livetext/curricula/general/webcurr.html

This guide to designing constructive, cooperative learning projects on the
Web includes sections on preparation, student surfing, concept formation,
and research. Each section containg links to many other resources.

Evaluation

Criteria for Evaluation of Internet Information Resources
Department of Library and Information Studies, Victoria University of
Wellington
http://www.vuw.ac.nz/~agsmith/evaln/index.htm

A list of questions and topics to consider when evaluating Web information
sources.
Evaluating Internet Based Information
Don Descy, Mankato State University
http://www.lme.mankato.msus.edu/class/629/cred.html

Resource for a course on 'Internet and the School.' Links to various Web
sites which promote discussion of credibility and quality. Also includes
links to relevant readings and a list of questions for Web site evaluation.
Evaluating Internet Research Sources
By Robert Harris, Southern California College
http://www.sccu.edu/faculty/R_Harris/evalu8it.htm

Useful for students and instructors. Presents basic techniques for
evaluating Web pages. Explains what to look for and what to avoid, how to
recognize credible sources.
Evaluating Web Sites for Educational Uses: Bibliography and Checklist
By Carolyn Kotlas, UNC-CH Center for Instructional Technology
http://www.unc.edu/cit/guides/irg-49.html

Articles by librarians and other information specialists on how to evaluate
Web sites. A checklist of questions to ask when evaluating a Web site as a
potential educational resource is included. More checklists are available in
the articles cited.
Evaluation Form and Results
By Barbara Wildemuth, University of North Carolina at Chapel Hill
http://www.unc.edu/courses/ssp/wildmemo.html

This memo analyzes the results of students' evaluation of instructional use
of the Internet in a course in the School of Information and Library
Science. The memo links to the actual evaluation form and results.
Evaluation Tools
Multmedia in Manufacturing Education
http://mime1.marc.gatech.edu/MM_Tools/evaluation.html

A collection of ten tools for evaluating interactive learning systems. Tools
include interview protocol, questionnaire, user interface rating form, focus
group protocol and formative review log.
No Significant Difference
Thomas Russell, North Carolina State University
http://tenb.mta.ca/phenom/

A collection of research articles, written over a thirty-year period, which
show that the technology used in instruction has no impact on learning
outcomes.
Sloan Center for Asynchronous Learning Environments
University of Illinois at Urbana-Champaign
http://w3.scale.uiuc.edu/scale/

Links to the Center's evaluations of asynchronous learning projects during
three consecutive semesters. Includes surveys and interviews with students,
staff, and faculty. Also includes a section on "Gains in Student
Achievement."
Thinking Critically about World Wide Web Resources
Esther Grassian, UCLA College Library
http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm

Provides a list of questions for use in evaluating Web sites.



+++++++++++++++++

Multimedia Evaluation Criteria
http://www.archimuse.com/papers/cidoc/cidoc.mmwg.eval.crit.html
CIDOC Multimedia Working Group

Revised Draft. Nuremberg, Germany, September 8-10,1997



 Towards Usability Evaluation of Multimedia Applications
       Usability critical issues in multimedia, and considerations on how to handle these in evaluations;
       ACM...
http://www.acm.org:82/crossroads/xrds4-4/usability.html

Is multimedia-based training effective? Yes and
no.
http://www.acm.org/turing/sigs/sigchi/chi95/proceedings/shortppr/ayl_bdy2.htm

Adrienne Y. Lee, Douglas J. Gillan, Evan E. Upchurch, Jeffrey S. Melton, & Charles L. Harrison 

New Mexico State University
Department of Psychology
Las Cruces, NM 88003, USA
Tel: 1-505-646-6223 © ACM 


ON THE NET

Using WWW Multimedia in the Foreign Language Classroom: Is This for Me?
http://polyglot.cal.msu.edu/llt/vol2num1/Onthenet/index.html
Jean W. LeLoup 
              SUNY Cortland 

              Robert Ponterio 
              SUNY Cortland 




What is Multimedia?
http://edtech.oulu.fi/T3/material/package2/multim01.htm
Antti Peltonen, University of Oulu, Finland


http://www.saddleback.cc.ca.us/div/bus/faculty/rdsdis.html
The Development, Formative and Summative Evaluation 

              of A Computer Multimedia Tutorial: A Case Study

                                               By

                                        Robert D. Stewart

                                 M.S., National University, 1988

                          B.A., Washington and Jefferson College, 1958
                          
                          





http://polyglot.cal.msu.edu/llt/vol1num1/emerging.html

Language Learning & Technology 
              Vol. 1, No. 1, July 1997, pp 5-8

                                EMERGING TECHNOLOGIES

                      Real-time Audio and Video Playback on the Web

              Bob Godwin-Jones
              Virginia Commonwealth University
              
 
 
 Assessments of Multimedia Technology in Education: Bibliography              
http://www.unc.edu/cit/guides/irg-11.html






http://www.learner.org/edtech/rscheval/rightquestion.html
Asking the Right Question

         What Does Research Tell Us About Technology and Higher Learning? 

                                     Stephen C. Ehrmann, Ph.D.
                                        Director of Flashlight
                                American Association of Higher Education
         



http://www.learner.org/edtech/rscheval/gauging.html
Gauging the Educational Value of A College's Investments in Technology


Stephen C. Ehrmann, Ph.D.





Distance Education Databases
http://teleeducation.nb.ca/distanceed/
TéléÉducation Nouveau-Brunswick 




http://www.unc.edu/cit/guides/irg-11.html
Assessments of Multimedia Technology in Education: Bibliography 

Last revised: August 11, 1998




CHECK:                                                                                  
http://horizon.unc.edu/TS/vision/1999-05.asp

http://horizon.unc.edu/TS/archives.asp



                      Design, Implementation, and Evaluation of
                      Multimedia Resources for Earth Science Education

                      J.B. Krygier, Catherine Reeves, David DiBiase, and Jason Cupp

                      Published in Journal of Geography in Higher Education. 21:1, 1997. pp. 17-39.





Evaluating the Impact of Multimedia:
Some Workable Techniques

http://php.indiana.edu/~grathbun/evalmm.html

               Gail A. Rathbun Instructional Support Services Indiana University, Bloomington, IN 
              David A. Goodrum Instructional Support Services Indiana University, Bloomington, IN








 

                                            

                  Multimedia Materials Evaluation - EDUC 500

                                            

       Title________________________________________________________________________________________

       Evaluator(s)__________________________________________________________________________________

       Publisher____________________________________________________________________________________

       Estimate Grade Levels
       _________________________________________________________________________

       Languages utilized
       ____________________________________________________________________________

       Cost ______

       Format ( PC/Mac, Mac, IBM, IIGS,IIe, CD/Disc/ etc.) (CAV,
       CLV)____________________________________

       Additional hardware required
       ____________________________________________________________________

       Clearinghouse Rating ________________

       Rate the software on a scale of 1 (low) to 5 (high) and provide supportive comments for
       your rating 
       Rating Comments to support rating

       _____1. Ease of use 

       _____2. Makes learning fun

       _____3. Allows for exploration

       _____4. Has progressive levels of difficulty

       _____5. Adapts to taste of different children

       _____6. Appropriate to child's motor coordination

       _____7. Encourages problem solving

       _____8. Gives the child creative power

       _____9. Rewards but does not penalize

       _____10. Teaches concepts rather than only a set of facts

       _____11. Manual/documentation is clear and complete

       _____12. Graphics are visually appealing and appropriate to content

       _____13. Sound effects are entertaining and appropriate

       _____14. Portrayal of minorities and representation of diversity

       _____15.Value for the money

       _____16. Provides abilty to adapt to varying student needs

       _____17. Provides ability for authoring( for teacher to program the instruction)

       AVERAGE SCORE

 

       Overall comments, suggestions or concerns:

 

       Technical Problems:




http://www.csusm.edu/cwis/COE/courses/Ed500_s97/multimedia.html






http://www.altavista.com/cgi-bin/query?pg=aq&r=%22multimedia+evaluation%22&stq=110&c9k




=======

web pedagogy
evaluation
web course management software
online journals
CMC


standards - ims, w3c, 





The Pedagogy of Web Site Design
Dr. E.L. Skip Knox
http://www.aln.org/alnweb/magazine/issue2/knox.htm
ALN Magazine Volume 1, Issue 2 - August 1997 





Asynchronous Learning Networks
http://www.aln.org/

The Technology Source
http://horizon.unc.edu/TS/contents/1999-05.asp

Journals related to Web-based Education

http://horizon.unc.edu/
A site containing pointers to a couple of publications examining online learning.  Both quite good from different perspectives.
 
Education and Information Technology
http://www.chapmanhall.com/ei.html

Journal of Interactive Multimedia in Education
http://www-jime.open.ac.uk/
   
Virtual University Journa
http://www.openhouse.org.uk/virtual-university-press/vuj/welcome.htm

Language, Learning and Technology
http://polyglot.cal.msu.edu/llt/

Kairos: A Journal For Teachers of Writing in Webbed Environment
http://english.ttu.edu/kairos/
                                        
          
Electronic Journal on Virtual Culture
       


Interpersonal Computing and Technology Journal (IPCT-J) 

Journal of Computer-Mediated Communication


Journal of Asynchronous Learning Networks
http://www.aln.org/

Interactive Learning Environments
http://hi-c.eecs.umich.edu/ile/index.txt.html
      

Distance Education Report
http://www.distance-educator.com/index.txt.html

The European Journal of Open and Distance Learning
http://www.nks.no/eurodl/




http://www.aln.org/alnweb/journal/Vol3_issue1/carswell.htm


Understanding the 'Electronic' Student: Analysis of Functional Requirements for Distributed Education
JALN Volume 3, Issue 1 - May 1999
http://www.aln.org/alnweb/journal/Vol3_issue1/carswell.htm

Linda Carswell, Pete Thomas, Marian Petre, Blaine Price, Mike Richards
Centre for Informatics Education Research
Computing Department, The Open University, UK


JALN Volume 3, Issue 1 - May 1999
Gender Differences in Asynchronous Learning in Higher Education: Learning Styles, Participation Barriers and Communication Patterns
Kimberly Dawn Blum
http://www.aln.org/alnweb/journal/Vol3_issue1/blum.htm


Theory | Practical Tips and Planning | Evaluation 

Theory

Resources for Teaching and Learning with Technology
Pedagogy Task Force, UNC-CH Faculty Information Technology Advisory Committee (FITAC)
http://www.unc.edu/cit/fitac/ptf-resources.html 

A compilation of research related to teaching and learning that is either applicable to teaching with technology or specific to effective teaching with technology. 
Delivering Instruction on the World Wide Web 
By Thomas Fox McManus, University of Texas at Austin 
http://ccwf.cc.utexas.edu/~mcmanus/wbi.html 

Discusses advantages and disadvantages of using the Web in teaching. Includes some introductory material (basic terminology, HTML). Applies contructivist and objectivist theories to Web-based instruction. Includes a link to McManus's Special Considerations for Designing Internet Based Instruction.
Effectively Using Electronic Conferencing 
By  Linda Harasim, University of Illinois 
http://www.indiana.edu/~ecopts/ectips.html 

Contains  suggestions meant to stimulate thinking about using electronic conferencing in a course.  Includes a list of suggested "things to do" and "things to avoid."
Explorations in Learning & Instruction: The Theory Into Practice Database 
By Greg Kearsley, George Washington University 
http://www.gwu.edu/~tip/ 

A useful guide to over 50 theories of instruction. For each theory, provides a summary, a bibliography, and the names associated with it. Database searchable by theory, domain, and concept.
Putting Courses Online: Theory and Practice 
By Mark Koyanagi, UNC-CH 
http://ils.unc.edu/disted/cmi/final2.html 

Provides a succinct explanation of objectivist and constructionist theories of instruction and applies each to Web-based learning. Includes suggestions for putting a course online and offers the author's personal observations based on his experience as an instructional and technical consult. Links to sample courses and other resources.
Technology Tools for Today' Campuses 
by James L. Morrison, UNC-CH,
editor of The Technology Source and On The Horizon 
http://horizon.unc.edu/projects/monograph/CD/ 

Provides accounts of educational colleagues using technology in their classes. This is a collection of 72 articles, presented in seven sections describing uses of such tools as listservs, e-mail, the World Wide Web (WWW), or multi-user domains (MUDs) in teaching. Each article has links to syllabi, student papers written on the Web, and reference sites.
The World Wide Web in Education: A Closer Look 
By Andy Carvin, of Ed Web 
http://edweb.gsn.org/web.intro.html 

Essay which attempts to answer the question, "What exactly does the World-Wide Web have to offer education?" Discusses the role of the Web in curricular reform, the importance of hypertext, and the Web's future in the classroom.

Practical Tips and Planning

Encouraging Student Use of Internet Technologies 
Anne Parker, University of North Carolina at Chapel Hill 
http://www.unc.edu/courses/ssp/notes/StdntUse.html 

Notes from a workshop which addressed diffusion of technologies, offered tips for overcoming barriers, and presented a process of student adoption.
Encouraging Students to Use Technology 
Robert Harris, Southern California College 
http://www.sccu.edu/faculty/R_Harris/techuse.htm 

Offers twelve practical and simple tips for higher education educators interested in incorporating technology into the classroom.
Some Thoughts about Web Quests 
Bernie Dodge, San Diego State University 
http://edweb.sdsu.edu/courses/edtec596/about_webquests.html 

Explanation and examples of WebQuests, inquiry-oriented activities in which some or all of the information that learners interact with comes from resources on the internet.
Tips for Teaching with Technology 
Center for Instructional Technology, UNC-CH 
http://www.unc.edu/cit/tips/ 

This "just-in-time" resource provides practical suggestions for instructors who want to use technology to meet instructional objectives. Each installment addresses long-established tasks and goals of instruction and offers ways which new technologies may be used to accomplish them.
WWW Constructivist Project Design Guide 
Institute for Learning Technologies, Coulmbia University 
http://www.ilt.columbia.edu/k12/livetext/curricula/general/webcurr.html 

This guide to designing constructive, cooperative learning projects on the Web includes sections on preparation, student surfing, concept formation, and research. Each section containg links to many other resources.

Evaluation

Criteria for Evaluation of Internet Information Resources 
Department of Library and Information Studies, Victoria University of Wellington 
http://www.vuw.ac.nz/~agsmith/evaln/index.htm 

A list of questions and topics to consider when evaluating Web information sources.
Evaluating Internet Based Information 
Don Descy, Mankato State University 
http://www.lme.mankato.msus.edu/class/629/cred.html 

Resource for a course on 'Internet and the School.' Links to various Web sites which promote discussion of credibility and quality. Also includes links to relevant readings and a list of questions for Web site evaluation.
Evaluating Internet Research Sources 
By Robert Harris, Southern California College 
http://www.sccu.edu/faculty/R_Harris/evalu8it.htm 

Useful for students and instructors. Presents basic techniques for evaluating Web pages. Explains what to look for and what to avoid, how to recognize credible sources.
Evaluating Web Sites for Educational Uses: Bibliography and Checklist
By Carolyn Kotlas, UNC-CH Center for Instructional Technology
http://www.unc.edu/cit/guides/irg-49.html 

Articles by librarians and other information specialists on how to evaluate Web sites. A checklist of questions to ask when evaluating a Web site as a potential educational resource is included. More checklists are available in the articles cited. 
Evaluation Form and Results 
By Barbara Wildemuth, University of North Carolina at Chapel Hill 
http://www.unc.edu/courses/ssp/wildmemo.html 

This memo analyzes the results of students' evaluation of instructional use of the Internet in a course in the School of Information and Library Science. The memo links to the actual evaluation form and results.
Evaluation Tools 
Multmedia in Manufacturing Education 
http://mime1.marc.gatech.edu/MM_Tools/evaluation.html 

A collection of ten tools for evaluating interactive learning systems. Tools include interview protocol, questionnaire, user interface rating form, focus group protocol and formative review log.
No Significant Difference 
Thomas Russell, North Carolina State University 
http://tenb.mta.ca/phenom/ 

A collection of research articles, written over a thirty-year period, which show that the technology used in instruction has no impact on learning outcomes.
Sloan Center for Asynchronous Learning Environments 
University of Illinois at Urbana-Champaign 
http://w3.scale.uiuc.edu/scale/ 

Links to the Center's evaluations of asynchronous learning projects during three consecutive semesters. Includes surveys and interviews with students, staff, and faculty. Also includes a section on "Gains in Student Achievement."
Thinking Critically about World Wide Web Resources 
Esther Grassian, UCLA College Library 
http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm 

Provides a list of questions for use in evaluating Web sites.








For those folks who are interested in web-based course management programs, you may wish to look at a useful comparative tool from BC - "online educational delivery applications: a web tool for comparative analysis", Dr. Bruce Landon of Douglas College, New Westminster, B.C., located at:

http://www.ctt.bc.ca/landonline/


Here you are able to compare the characteristics of any two leading web-based course management tools such as:  WebCT, Learning Space, Top Class, Web Course ina Box, Asymetrix ToolBook etc.  Its not a complete list of all course management tools available.  You select any two and you get a side by side comparative analysis of their characteristics.

Its worthy of note that the research in this arena is focusing on how these type of course management programs go beyond "ease of use" to how they offer pedagogical tools and approaches to assist in the learner to learn.  Khan (1998) for instance, offers a framework that consists of eight dimensions: pedagogical, technological, institutional, ethical, interface design, resource support, online support, and course management and Reeves (1998) focuses on the pedagogic dimensions of computer-based instruction whether they be single web pages or full online asynchronous courses.

Many educationalists are interested in the pedgogical dimensions of online instruction that consists of the presentation of traditional instructional design attributes within the course management software - such things as goals and objectives, pedagogical approach to instruction (objectivist/constructivist/cooperative learning etc), sequencing, assessment strategies, CMC and the like.  What authoring tools do these management programs offer for re-engineering of traditional instruction to web-based instruction is one useful question to ask in the selection process of a program to use.  What data assets can be plugged in and what is the database integration capacity of courseware products are some other questions that are also worthy of consideration.

Weighing up which web-based course management tool is best is not an easy task and is beyond an ease of use issue.  There are a myriad of other issues and I just bring a few forward here.  I think a symposium of sorts would be useful for those of us who are interested in web-based course management programs and online instruction.


Robert Roberts




The W3C has finally released their official recommendations on accessible
web pages.  A very useful and readable set of documents!  See

Fact Sheet for "Web Content Accessibility Guidelines 1.0"
   http://www.w3.org/1999/05/WCAG-REC-fact.html

Web Content Accessibility Guidelines
   http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/

Web Content Accessibility Guidelines - Checkpoints
  http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/checkpoint-list.html

Here is a brief summary of the Priority 1 checkpoints.  All are important
"best practice" even if you don't care about accessibility per se.

   Provide a text equivalent for every non-text element (e.g., via
    "alt", "longdesc", or in element content).

    Provide redundant text links for each active region of a server-side
    image map.

    Until user agents can automatically read aloud the text equivalent
    of a visual track, provide an auditory description of the important
    information of the visual track of a multimedia presentation.

    For any time-based multimedia presentation (e.g., a movie or
    animation), synchronize equivalent alternatives

    Ensure that all information conveyed with color is also available
    without color, for example from context or markup.

    Clearly identify changes in the natural language of a document's
    text and any text equivalents (e.g., captions).

    For data tables, identify row and column headers.

    For data tables that have two or more logical levels of row or
    column headers, use markup to associate data cells and header cells.

    Organize documents so they may be read without style sheets.

    Ensure that equivalents for dynamic content are updated when the
    dynamic content changes.

    Ensure that pages are usable when scripts, applets, or other
    programmatic objects are turned off or not supported. If this is not
    possible, provide equivalent information on an alternative
    accessible page.

    Until user agents allow users to control flickering, avoid causing
    the screen to flicker.

    Make programmatic elements such as scripts and applets directly
    accessible or compatible with assistive technologies.

    Provide client-side image maps instead of server-side image maps
    except where the regions cannot be defined with an available
    geometric shape.

    If, after best efforts, you cannot create an accessible page,
    provide a link to an alternative page that uses W3C technologies, is
    accessible, has equivalent information (or functionality), and is
    updated as often as the inaccessible (original) page.

    Title each frame to facilitate frame identification and navigation.

    Use the clearest and simplest language appropriate for a site's
    content.

JQ Johnson                      Office: 115F Knight Library
Academic Education Coordinator  mailto:jqj@darkwing.uoregon.edu
1299 University of Oregon       phone: 1-541-346-1746; -3485 fax
Eugene, OR  97403-1299          http://darkwing.uoregon.edu/~jqj/



net's premier resource for learning about accessible web authoring,
and is located at:

     http://aware.hwg.org/
     
     
     The new Resources pages are done under the Entropy web database system
from Terminus Systems Designs, Inc.  Features of the hierarchical
reference database include a new search engine and regular checking
for dead/changed links.  Updating the site with new information is
easily done by the HWG's team of volunteers

Please take a moment to explore the redesigned Resources section of
the site.  The URL is:

     http://www.hwg.org/resources/

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