First Principles of Interaction Design The following principles are fundamental to the design and implementation of effective interfaces, whether for traditional GUI environments, the web, mobile devices, wearables, or Internet-connected smart devices. Help! This is a huge revision. I expect I have made mistakes. Please leave corrections and suggestions in the Comments at the end. This revision features new examples and discussion involving mobile, wearables, and Internet-connected smart devices. What has changed greatly is the level of detail: You will find many new sub-principles within each category, along with far more explanation, case studies, and examples. Previous Version & Its Translations. Introduction Effective interfaces are visually apparent and forgiving, instilling in their users a sense of control. Because an application or service appears on the web or mobile device, the principles do not change. I Love Apple, But It’s Not Perfect Please do not take from this document that I am somehow an Apple hater. Aesthetics
Intérêt des normes pour la formation en ligne et le e-learning ? | Tout sur SCORM 2004 Parler de normalisation en matière de formation en ligne suscite spontanément des appréhensions chez les praticiens du milieu de l’éducation. En effet, on considère trop souvent que la standardisation mène inéluctablement à une perte de flexibilité et qu’elle représente un fardeau supplémentaire dans l’élaboration des contenus de formation. De plus, dira-t-on, comment réussir à standardiser quelque chose d’aussi subjectif et complexe que la formation? Les normes visent d’abord et avant tout à remédier aux problèmes posés par la variété des formats concurrents ou incompatibles. Pourrions-nous imaginer un instant ce que serait notre vie si le format des prises électriques variait selon le type (le fabricant) d’appareils ménagers, voire selon les types de résidences? Dans un tel cas, la diversité des formats entraînerait des coûts supplémentaires pour les fabricants d’appareils ménagers, coûts qui seraient transférés directement aux acheteurs.
Cell Phones to Enhance Education - Update Several of those who read my blog ask that I keep them updated on various blog posts. Here’s a peak into my day when the Sun article appeared in relation to my post on The Value of Using Cell Phones to Enhance Education and Some Concrete Ways to Do So. Excerpt from the email from my mother…Mom - How long has the schools system's technology department been offering teachers the classes on how to incorporate cell phones into lesson plans? Excerpt from the email from 20/20's John Stossel…Him - Good for you. Questions/comments from participants in the class containing Google SMS…Them - Wow, I never knew cells had all these great educational applications. A Quirk in the System? Request from the Library Services Coordinator after taking the class – I want to thank you for a fabulous Google Apps class tonight. Excerpt from my conversation on the car ride home from the class with my boyfriend.Me – How was your day? What the press is saying... -Chalk Talk - 4/16/08 Cellphones for Learning? May 2008
Les critères ergonomiques de Bastien & Scapin, Partie 2 Introduction Notre premier article sur les critères ergonomiques évoquait les notions de guidage de l'utilisateur et de charge de travail. Nous continuons dans cette seconde partie la description des critères proposés par Bastien et Scapin. 1. Contrôle Explicite 1.1. Lorsqu'un utilisateur est amené à interagir avec un système informatique, il s'attend implicitement à ce que le système lui obéisse. Puisque dans la plupart des interfaces informatiques, l'utilisateur doit avoir le dessus sur le système, il faut que toute action du système corresponde à une demande explicite de l'utilisateur. Concernant les applications automatisées (par exemple la mise à jour d'un anti-virus), elles sont en général automatisées car l'utilisateur l'a demandé à un moment ou à un autre. Note. 1.2. Dans le même ordre d'idées, l'utilisateur doit être persuadé qu'il a le contrôle sur le système. 2. Le critère d'adaptabilité comprend deux sous-critères : flexibilité et prise en compte de l'expérience utilisateur. 3.
No Access Paper ID 24297 Subscription required for full-text access Purchase individual articles and papers Receive full-text access to individual articles for $9.95 USD each. Subscribe for faster access! Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year). Already have access? Individual Subscription If you have an individual subscription, sign in here for access Institutional Subscription You don't appear to be accessing the site through a subscribing institution (your IP address is 192.99.17.181). If your university, college, or library subscribes to EdITLib, you may be able access full text articles through a login page. You can search for your instition by name or by location. Login via Institution Preview Authors Brendan Calandra, Georgia State University, United States ; Ann E. Abstract Citation Calandra, B., Barron, A.E. & Thompson-Sellers, I. (2008).
Curriculum Update - Education Articles Cell Phones in North Carolina Classrooms The favorite communications device for K12 students is the cell phone, according to NetDay Speak Up, an annual, national research project facilitated by Project Tomorrow ( www.tomorrow.org). A 2006 survey of 232,781 K12 students reports that 73 percent of them use a phone daily and 97 percent think that cell phones should be allowed in school for emergencies. Tapping into this phenomenon, North Carolina Public Schools in September will begin supplementing math skills by giving 250 at-risk ninth-graders QUALCOMM Smartphones. Teachers in the 12 pilot schools will have access to an educational portal providing math problems for students. The 2.4 Mbps devices will allow students to check answers, download and upload work at school and home, and use video and blogging capabilities to discuss math strategies with teachers and classmates. www.dpi.state.nc.us www.projectknect.org The New School Assembly www.discoveryeducatornetwork.com
Méthode d'évaluation ergo-pédagogique des supports multimédias de formation Méthode d'évaluation ergo-pédagogique des supports multimédias de formation Mounir Sadiq, Mohammed Talbi, El khadir Benichou, Résumé Il existe actuellement une large gamme de supports multimédias à objectifs pédagogiques disponible pour le consommateur individuel ou collectif. Mots clés : IHM, Critères ergonomique et pédagogique, Évaluation, Multimédia, Questionnaire. 1. L'évaluation des produits éducatifs, multimédias en particulier, est un problème qui se pose simultanément aux enseignants, aux parents et au système éducatif. Notre proposition face à ce constat est d'aider les utilisateurs (étudiants, enseignants et formateurs) à appréhender les points forts et les points faibles de ces nouveaux supports multimédias à vocation pédagogique. 2. 2.1. Une interface homme-machine est évaluée en fonction de son utilité et de son utilisabilité. L'utilité : détermine si le produit permet à l'utilisateur d'atteindre ses objectifs de travail (Senach, 1990). 2.2. 3. 3.1. 3.2. 3. Bibliographie
e-learning Bretagne Blog Archive » Year 8 and Their Phones - A Friday Afternoon Class I usually dread having Year 8 for Period 5 on Friday, but not this time and maybe never again. On Thursday morning at the end of their class that day, I told them to bring their mobile phones to class next time. I’m not sure they thought I was serious. At that precise moment I didn’t really have a clue as to what I was going to do with them, but knowing they were bringing them along would make me plan something, rather than saying “Ah yes, I will get around to doing that!” So, sometime on Friday morning I was sitting at my desk wondering exactly what we were going to do with these phones. and got these replies: This is how the class went: Video and Audio Recording: Not everyone had phones, so the kids worked in groups of three or four. I went around to each group and listened to or watched the little videos they made. Changing the display language: After that, I got them to check out how they could change the language of their phone. Quiz: The final activity was a quiz. Related posts:
Learning Theory and Multimedia Sharebar Have you ever heard of the Cognitive Theory of Multimedia Learning? If you are a designer, developer or just interested in learning theory, this is good stuff. We can thank Richard Mayer from UC Santa Barbara, for pioneering this research. Underlying Learning Theories According to Dr. Dual Coding Theory. The Cognitive Theory of Multimedia Learning Now that you have the background, the actual theory states that a person must engage in five cognitive processes in order to learn in a multimedia environment. Wow. Let’s Get Practical Every good learning theory needs practical application. How can this theory influence your design?
Histoire du e-learning en France | IDEMMATIC L’engagement du gouvernement français en faveur des technologies date des années 80 avec le plan informatique pour tous présenté en 1985. Mais, il faudra attendre les années quatre-vingt-dix pour connaître un véritable essor des pratiques numériques en France. Ce n’est qu’en 1997 qu’est lancé le plan national pour l’équipement et la connexion de tous les établissements de l’enseignement public, de la maternelle à l’université. Lionel Jospin déclare à ce moment que « l’entrée de la France dans la société de l’information constitue un enjeu décisif pour l’avenir ». Il fixe alors comme priorité l’exploitation des richesses du multimédia comme outil pédagogique pour le e-learning. Mais en l’an 2000, seul les lycées étaient équipés. Néanmoins, les efforts français ne s’arrête pas là. Par ailleurs, de nombreuses initiatives existent en France appuyées par l’union européenne qui fixent des objectifs ambitieux afin d’équiper et connecter l’ensemble des écoles européennes à internet.
Cell Phones Cell phones have been banned in many schools as an unnecessary distraction, but in reality, most students have them. Cell phones today allow users to do many things other than merely placing a call. They can be used for text messaging, taking photos, capturing video, calculating, and accessing the Internet. If the power of the cell phone could be harnessed for educational purposes, it could be a great tool for learning. The links below may furnish teachers with some food for thought. Websites on Teaching with Cell Phones: Cell Phones in the Classroom 21st Century Connections: Scissors and Cell Phones Cell Phones as Classroom Learning Tools 8 Ways to Use Camera Phones in Education Video about Cell Phones as Learning Tools K12 Cell Phones as Learning Tools Video
Aude Dufresne Dufresne, A., Guerdelli, F., Benlamine, S., & Pelletier, E. (2013). Monitoring Progression and Personalized Coaching in a Virtual Gaming World for Learning Sciences. Paper presented at the The Asian Conference on Society, Education and Technology, Osaka, Ja Lustigova, Z., & Dufresne, A. (2012). Courtemanche, F., Aïmeur, E., Dufresne, A., Najjar, M., & Mpondo, F. (2011). Guerdelli, F., Nkambou, R., & Dufresne, A. (2011). Tétreault, M., Dufresne, A., & Gagnon, M. (2011). Petit, G., Dufresne, A., & Robert, J. Dufresne, A., F. Dufresne, A., Courtemanche, F., Prom Tep, S., & Senechal, S. (2010). Paper presented at the Measuring Behavior 2010 7th International Conference on Methods and Techniques in Behavioral Research, Eindhoven, Netherlands. Dufresne, A. (2010). Brangier, E., Dufresne, A., & Hammes, A. (2009). Petit, G., Dufresne, A., Lévesque, V., & Hayward, V. (2009). Guerdelli, F., Dufresne, A., Martial, O., Droui, M., & Vázquez-Abad, J. (2010). Villiot-Leclerc, E., & Dufresne, A. (2008).