This comprehensive volume follows the success of Future Interaction Design I and complements it by looking at emerging approaches which are likely to contribute to the discipline in the near future. The theme underpinning the book is that it is the human character rather than the technology that should determine the nature of interaction, and that the term ‘interaction design’ covers a range of issues relevant to enabling quality design. A team of international authors discuss a number of new topics, such as psychological design processes, gerotechnology, modeling, e-learning and subconscious experiences.
This novel and broad-ranging volume will be of considerable value to researchers and practitioners seeking innovative perspectives for designing and ensuring effective interaction between humans and technology.
Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:
How are learning activities organised?
How are tools and infrastructures used?
What competences are needed to participate in specialised activities?
What counts as knowledge in multiple and diverse settings?
Where can parallels be drawn between workplaces?
Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.
The rich structure of meanings involved in the word text provided the glue that brought together a group of scholars from several disciplines in an international workshop held in Rome. Reflecting the state of the field at the time, the majority of the workshop participants were scholars working in languages other than English, especially the romance languages. Their work mirrors a linguistic and psychological research tradition that Anglophone scholars knew little of until recently. This volume provides English-language readers with updated versions of the papers presented at the meeting. The topics discussed at the workshop are represented in the chapters as follows:
* the relationship between acquisition of language and familiarity with written texts;
* the reciprocal "permeability" between spoken and written language;
* the initial phases of text construction by children; and
* the educational conditions that facilitate written language acquisition and writing practice.