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CALL FOR CHAPTERS
----- Submission deadline of Chapter Proposal is June 29, 2001 ------
Usability Evaluation of Online Learning Programs
A book edited by Claude Ghaoui, Liverpool John Moores University, UK
To be published by Idea Group Publishing, USA, (http://www.idea-group.com)
BACKGROUND AND MOTIVATION
There is a growing demand and increasing pressure for adopting innovative
approaches to the design and delivery of education, hence, the use of Online
learning (also called e.learning) as a mode of study. This is partly due to
the increasing number of learners and the limited resources available to
meet a wide range of various needs, backgrounds, expectations, skills,
levels, ages, abilities and disabilities. The advances of new technology and
communications {WWW, Human Computer Interaction (HCI) and Multimedia} have
made it possible to reach out to a bigger audience around the globe. While
`education for all’ offers new exciting opportunities, it also introduces
many new challenges to both providers and receivers of education. Besides
delivering customised educational content and linking far-flung Professors
and students, this mode of study requires reengineered vision of a
university’s educational process. The benefits of Multimedia and the
increasing popularity of the WWW open new paradigm for the authoring, design
and delivery of Online Learning. This introduces a new meaning that
emphasises interactivity in learning and an educational cultural change for
both teachers and learners. What was once printed on paper and sent through
postal mail can now be delivered through the WWW. While this new electronic
approach increases distribution efficiency, it does not exploit the full
potential of the technology as an enabler of a reengineering of the
educational process itself. The main issues to consider when `implementing
online learning for real' are: Learning System standards; the necessity to
change culture where the roles of learners and teachers should adapt to the
new environment; procurement of systems to deliver and manage online
learning; management change (when not changing is no longer a viable
option); costing; and roles within the emerging consortia (including
government, commercial and overseas partners. However, there is no point in
buying the right system if the university or consortium cannot change its
ways and culture to use the system to best advantage. Few examples of
barriers to a successful deployment of online learning are: lack of an
in-depth understanding or underestimation of the efforts, time, and
resources needed for this change; lack of implementing pedagogy and quality
of learning, lack of training in new technologies; lack of transparent tools
and standards. All of these issues have a critical impact on usability of
online learning.
MAIN OBJECTIVE
The primary objective of this book is to explore and evaluate online
learning, specifically focusing on those issues that have impact on the
usability of online learning programs and their implementation. The book is
aimed at researchers and practitioners from academia, industry, and
government, for an in-depth coverage of a broad range of issues on this
topic. It aims to raise more awareness of this topic, promote good practice,
share and evaluate experiences (advantages, disadvantages, problems faced
and lessons learnt). Thus, we seek chapters that report on original
research and development, including theory, practice and work in progress.
Case studies reporting on real experiences, which present new insights or
views, are of particular interest. Authors can reflect the interdisciplinary
nature of the topic, i.e. addressing it from one or a combination of the
following perspectives: Computer Science/IT, Engineering, Psychology,
Sociology, Cognitive Science, Art, Design, etc. To provide a balanced view,
we strongly encourage submissions from both academia and industry. In any
case, the main focus of your chapter should address questions such as How,
Why, What, Which, etc, on any issue related to the `Usability, and its
evaluation, of online learning'.
Aspects of coverage may include:
Theory, Techniques, Methods, Analysis, modelling, Design, Development, Case
Studies and Projects Applications in various domains.
Representative topics include (but are not limited) to the following:
* What makes an online learning program usable (criteria, measures,
guidelines, etc)?
* Challenges of the millennium and future vision of online teaching and
learning
* VLE/MLE Systems and tools to support online learning [e.g. architectures,
Hardware/Software, database, security]
* Online Learning Programs and processes for providers and receivers
* Authoring of content, Conceptualising and structuring of knowledge in the
cyberspace
* Orientation and disorientation of learners
* Monitoring progress and real participation of learners
* Role of new technologies on the development and design of online learning
* Online learning in Academia (e.g. new roles for learners and teachers,
online enrolment and payment, impact on management and executives)
* Online learning/training in Industry and the Business Sector
* How should one cost online learning and resources needed?
* Social and Psychological impact on learners and teachers (change of
thinking and culture of expectations)
* Intellectual property, Copyright, legal and ethical issues (e.g.
plagiarism, validating identity of participants)
* Human Computer Interaction issues
* Interface Design (e.g. graphical/audio interfaces)
* Communication using the new media (e.g. teleconferencing, virtual
class/chat)
* Report generation to support management and administration
* Equal rights (able and disabled users)
* Employing adaptive, innovative or intelligent methods to develop cleverer
online learning systems
* Online learning for Distance learners
* Online Assessment and feedback
SUBMISSION PROCEDURE and DEADLINES
Researchers and practitioners are invited to submit on or before Friday,
June 29, 2001, a 5-page manuscript proposal (Word document) clearly
explaining the mission, concerns and main contributions of the proposed
chapter. Authors of accepted proposals will be notified by July 13, 2001
about the status of their proposals and sent chapter organizational
guidelines. Full chapters are expected to be submitted by September 30,
2001. All submitted chapters will be reviewed by on a blind review basis.
The book will be published by Idea Group Publishing/USA, towards the end of
year 2002.
Inquiries and Submissions should be forwarded
`electronically (Word97), by email' to:
Dr CLAUDE GHAOUI
SCHOOL OF COMPUTING AND MATHEMATICAL SCIENCES
BYROM STREET, LIVERPOOL JOHN MOORES UNIVERSITY
LIVERPOOL L3 3AF, UNITED KINGDOM
Tel: +(44) 151-231-2276 Ÿ Fax: +(44) 151-207-4 594 Ÿ Email:
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