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CMS, computers, HTML-XML-CSS, eLearning, open sources

CMS, computers, HTML-XML-CSS, eLearning, open sources

CSS The Missing Manual

July 8, 2009 by Roy Johnson

easy guide to styling web pages

We all know that cascading style sheets (CSS) is the way to go for web designers. It helps to separate style from content, and you can change the appearance, font, or layout of an entire website with just one tweak of style sheet code. But how d’you do it, and what’s the best way of controlling the appearance of your web pages? David McFarland’s new book CSS – The Missing Manual starts out by listing all the reasons you should wean yourself away from those old HTML habits and explaining why XHTML and the use of style sheets is more efficient. He explains inline and external stylesheets then very gradually shows you how to create one.

CSS The Missing ManualI still find it difficult to get my head round the abstract language of styles (declaration, selector, property, and value) but he spells it out as clearly as possible. But the best part about his approach is that he is systematic, detailed, and very straightforward. Each stage in the process is illustrated with a screenshot – though I think the use of colour printing would have helped. Then it’s on to class selectors, plus divs and spans for creating special effects

After that he moves on to discuss basic formatting – how to adjust the appearance of text on the screen. And i couldn’t help thinking that this should have come earlier. Almost any beginner I can imagine would first of all want to learn how to affect the appearance of text on the page, beforedealing with more complex issues such as ‘cascade inheritance’. So if you’re just starting out, jump straight to chapter six.

The good thing is that he shows you every step of the way: what to type in as CSS code; how to create the effect you need; refresh the browser – and, hey presto! – there it is on screen.

Another thing I like about this series is that all along the learning route they list software which is available as free download to perform the tasks that you need.

© Roy Johnson 2009

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David McFarland, CSS: the Missing Manual, Sebastopol, CA: O’Reilly, 2009, pp. 560, ISBN: 0596802447


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Filed Under: HTML-XML-CSS Tagged With: CSS, HTML-XML-CSS, Style sheets, Web design

Design for Multimedia Learning

May 26, 2009 by Roy Johnson

software and media for creating learning programs

In the rapidly developing world of IT and multimedia, it’s strange to be reviewing a book published three years ago – and probably written at least a year before that. Some of the programs discussed by Tom Boyle in this survey will by now be ‘legacy software’ – but the fact is that some of them are still being used. His book is in four parts. The first provides a critical review of work in the field – from resource-based learning, through simulation and virtual experience to guided discovery learning.

Design for Multimedia Learning This includes consideration of programs such as Speakeasy, the Web, DOVE, Braque, and CLEM – [CORE Learning Environment for Modula-2]. The second part deals with conceptual design – the devising of the deep architecture of the system. Part three deals with presentation design. This covers screen layout, media integration, and the design of individual media – text, graphics, sound, and video. One of the virtues of the book is that it is so wide-ranging. It deals en passant with programs such as Toolbook and systems such as HTML – which was sill being viewed as a rather limited option in the mid 1990s.

Boyle covers moving objects and sound – both of which are conversely viewed rather sceptically in Web circles as distractions bordering on the unnecessary. However, there are circumstances in which these features are necessary. One of the examples discussed and illustrated is a training program showing how to install a hard disk in ‘Build Your Own Personal Computer’. There are other disciplines in which digitised video is essential. A colleague of mine is currently grappling with comparable issues in a teaching hospital, where video clips of operations are put on CD-ROM as seminar support materials.

Part four deals with project development, evaluation, and delivery of teaching programs. It’s all written in a lively and informative style, but the question remains, ‘Are such books superseded by the rapid development of software?’ My answer is ‘No – on two grounds’. First, it’s good to have a historical record of software development. Just as people are now beginning to collect and archive old computers [some of them less than twenty years old] so a well-documented account of the programs which were written for them will become increasingly important.

The second reason is that some of the basic design concepts and the architecture of these older programs may well appear to have been superseded by recent developments. But anyone who uses something as common as a word-processor knows that more features do not always result in improved functionality. At any time, some of these older approaches could be resuscitated for the simplicity and elegance of their design.

© Roy Johnson 2000

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Tom Boyle, Design for Multimedia Learning, London: Prentice Hall, 1997, pp.240, ISBN: 0132422158


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Filed Under: Media, Online Learning Tagged With: Education, eLearning, Media, Multimedia, Online learning

Designing Computer-based Learning

June 8, 2009 by Roy Johnson

practical design principles – from conception to evaluation

“This is not a ‘How to …’ book but rather one seeking to help you understand the different elements which go into computer-based learning.” Alan Clarke is offering general principles – and his advice is sound.

Designing Computer-based LearningHe kicks off with some observations on interactivity – and how to convert static web pages into a more dynamic experience. This is followed by a discussion of navigation, menus, structural metaphors, and the variety of forms in which questions can be posed. The next chapter deals with types of computer-based learning materials. He lists lots of general principles and learning systems – but a few practical examples would have been welcome at this point.

He discusses assessment methods and how one form of feedback is better than another. The best part of this section is how to construct multiple choice questions. He explains clearly how hypothetical tests can be very useful in situations where there is danger or impracticality – practising nuclear power station shutdowns or deep sea diving rescues, for instance.

His advice on the presentation of text-based learning materials is very good. Use lots of white space; break up text into small chunks; and breathe life into the project with graphics. Anyone following his advice will produce attractive pages. He also throws in some useful tips – such as the observation that people learn more efficiently if they see a structure diagram of a sequence of learning before going through the details.

It’s a pity that his discussions of colour and graphics are illustrated entirely in black and white, with only line diagrams. The publishers could have been more generous to him on this issue.

I was most interested to know what he had to say about hypermedia, since the linking of multiple resources from a variety of media represents possibly the most severe challenge to designers.

He has interesting suggestions on using linked graphics where video is not available – on subjects with a historical dimension for instance. He also makes the point that audio materials ought to be designed for listening, not reading – an easy thing for many writers to forget.

His overall message is that users should have access to as wide a variety of input as possible, and that they should be able to control their own choices.

He is also good on the basic design principles for web pages and screen layout – reminding us that for online learning materials, only a small proportion of the screen should be used – as distinct from a commercial web site – otherwise the user can easily becomes confused.

This book covers the whole of the design process – from conception to testing and evaluation. There are plenty of suggestions for scripts, templates, and storyboards, as well as tips for estimating the cost-effectiveness of what you produce. As a manual, it provides comprehensive guidance for any serious designer – or any department which is under orders to produce online learning materials.

© Roy Johnson 2002

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Alan Clarke, Designing Computer-Based Learning Materials, London: Gower, 2001, pp.196, ISBN 0566083205


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Filed Under: Online Learning Tagged With: Designing Computer-based Learning, Education, eLearning, Online learning, Technology

Designing Web-Based Training

June 27, 2009 by Roy Johnson

web-based course construction – from start to finish

This is a well-illustrated guide to every phase of designing, setting-up, and managing a Web-based training site. It goes from graphics and content design, to finding students and assessing their needs; from hardware and software options, to usability testing. William Horton explains what Web Based Training (WBT) can do and how to get the best results from exploiting its technologies. And for ‘training’ you can also read ‘education’ – because as he argues, the distinction between the two is often negligible. His approach is practical and clear; the book is written in a no-nonsense manner; and he follows his own prescriptions by giving examples to illustrate every point he makes.

Designing Web-Based TrainingThe design of the book itself more or less imitates Web pages: there are lots of headings, subheadings, quick paragraphs, tabled checklists, call-out boxes, horizontal rules, screenshots, and bulleted lists. He is essentially gung-ho for WBT as a novel learning technology – but he does look at a lot of research evidence, both pro and contra. He discusses the tricky issues of how to put a cost on course construction, how to devise navigational metaphors, and how to deal with potential plagiarism.

He offers several explanations of how to organise the sequence of learning events (or ‘objects’) in a course of learning. Then he even demonstrates the design of an entire course in outline, with templates of all the important pages and the structure in which they are arranged. This is valuable material for anyone who might be coming to the writing of online learning materials for the first time.

He covers an amazing variety of approaches to teaching – including the use of Webcasts, presentations, guided research, case studies, and learning games. There are some particularly good examples of virtual laboratories for teaching mechanical engineering and HTML coding. Most importantly perhaps, he shows which approaches are best used for which type of problem or task.

There’s a good section on tests and exercises, including advice on setting true/false and multiple-choice questions, and when it’s best to use matching pair and drag and drop questions. A section on teaching by email and discussion groups contains all the usual advice about Netiquette which many people still ignore.

The book is aimed at professional designers, trainers, and teachers – but it’s written in a way which will make it useful at any level. I bought my copy to solve some design problems for one group of students – which it has done in no time at all. Now my business partner has grabbed it to do the same for another group.

© Roy Johnson 2000

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William K. Horton, Designing Web-Based Training : How to Teach Anyone Anything Anywhere Anytime, John Wiley & Sons, 2000, pp.640, ISBN: 047135614X


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Filed Under: Information Design, Online Learning Tagged With: Designing Web-Based Training, eLearning, Information design, Online learning, Training, Writing skills

Developing Feeds with RSS and Atom

June 26, 2009 by Roy Johnson

web services for bloggers

What’s a ‘feed’? And what are RSS and Atom? Answer – a feed is the automatic distribution of information from someone’s blog or web site, and RSS (Really Simple Syndication) and Atom are the technologies which deliver this information to your desktop. A friend recently emailed me someone’s blog entry. It discussed in excited terms the emergence of Web 2.0 or the Semantic Web. This is the next development for the Web whereby computers will be able to understand the meaning of and the relationships between documents and other data. Automatic web ad blog feeds are one part of that development, and Ben Hammersley’s timely manual is an introduction to the technology involved.

Developing Feeds with RSS and AtomHe is a very active technology journalist and blogger, and he knows whereof he speaks. First he explains the history of how there came to be two competing sets of standards – which is more interesting than you might imagine from that description. The advantages of accepting automatic feeds from others are fairly obvious, but why supply your own? Hammersley is in no doubt: it increases traffic to your site; helps with search engine rankings; improves relations with your users; and makes the Internet an altogether richer place, pushing semantic technology along and encouraging reuse.

For reading other people’s feeds, he describes both the available web-based readers and downloadable software. You can even receive feeds as email or on a mobile phone.

The central section of the book describes a variety of feeds and shows you the scripts you might need to implement them I say ‘might’, because for most people all this will be done for you using templates at sites like Blogger and Moveable Type. However, knowing the code gives you more control – and it isn’t all that complicated if you know some basic HTML or XML.

Assuming that you wish to publish a feed from your own blog or web site, he devotes a handy chapter to showing you how to maximise the chances it will be circulated and read.

He ends by offering a collection of recipes for creating and using feeds to do things such as keeping track of “404 Page Not Found” errors on your web site; downloading your favourite comic strip each morning; generating your own wish list at Amazon; automatically checking web pages are W3C valid; and receiving regular weather forecasts for your area.

He ends with what is one of the hallmarks of these O’Reilly publications – a comprehensive and annotated list of tools and resources. Most of these are free – so if you are interested in receiving or publishing feeds, you can start right now.

© Roy Johnson 2005

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Ben Hammersley, Developing Feeds with RSS and Atom, Sebastopol: CA, O’Reilly, 2005, pp..253, ISBN 0596008813


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Developing Online Content

June 26, 2009 by Roy Johnson

The principles of writing and editing for the Web

Anybody who has worked on Web projects will know they can become very complex. And those who provide the textual content are often trapped between graphic designers striving for visual glamour, and clients who want to promote their message. This guide to the entire process offers both detailed advice on writing and editing, plus checklists of help on how to clarify the job of the content provider, and how to survive a project. The authors start out by explaining the role of the web author and editor. This tends to be a mixture – part designer, part content provider, part information architect, plus usability tester and proofreader.

Developing Online ContentThey start with an excellent analysis of why so many business web sites are unappealing, inefficient, and downright bad. There’s a very good example of their makeover of the CIA web site, which spends too much time patting itself on the back. They improve its efficiency by ruthless pruning and making the information user-oriented. This is a master class in converting text from its print brochure origins to web-based delivery.

The focus throughout is on text, but they give plenty of attention to its close relationship with images on web sites. There’s also an interesting consideration of the theory, the psychology, and the creation of hypertext links.

They have a lot of interesting observations on the relationship between the Web page and the screen. The issues are those all Web authors confront: how to minimise scrolling; how to keep content in the reader’s mind; and how to create tight structure and clear navigation.

They also have valuable advice on creating editorial style guides and proofreading, plus an explanation of the latest technology and how it affects the content of a site.

It’s a professionally oriented book, which assumes readers might wish to work in the new medium. And they tell you how to go about it. There are tables and checklists of the skills you will require and even pointers towards the opportunities available and what rates to charge.

This is aimed at intermediate to advanced users – but it will be of interest to anybody who wants to extend their writing skills into the digital realm. I read this book whilst engaged on two medium-sized Web projects, and can confirm that all the roles, tasks, and collaborations they describe are 100 per cent accurate.

© Roy Johnson 2002

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Irene Hammerich and Claire Harrison, Developing Online Content: the Principles of Writing and Editing for the Web, New York: John Wiley, 2002, pp.384, ISBN 0471146110


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Filed Under: Online Learning, Web design Tagged With: Developing Online Content, eLearning, Online learning, Web design, Web writing, Writing skills

Dictionary of the Internet

July 29, 2009 by Roy Johnson

Internet jargon and IT technical terms explained

Do you know what a ‘dongle’, a ‘sandbox’, and a ‘Ponzi scheme’ are? The Internet and its technology is expanding at such a blistering rate, that it’s difficult to keep up. Sometimes it’s even hard to understand the terms in which it’s all described. This Dictionary of the Internet explains the thousands of new terms which have come into use during the last few years. This includes the abbreviations of the newsgroups, the language of e-commerce, and the scientific terms used to describe the technical and organisational structure of the Internet.

Dictionary of the Internet It provides terms on the Web itself, software technology, security, and the arcane language of hackers, whitehats, and alpha geeks. It gains its strength from concentrating in depth on the Internet and its infrastructure, rather than on general computing terms. Entries run from ‘above the fold’ – an expression taken from the newspaper industry which is now applied to Web design – to ‘Z order’ – the sequence in which layers are added to a graphic or a Web page.

In between, there’s a useful and very entertaining mixture of the language of bleeding edge technology [yes, that’s in] as well as the slang, vogue terms, and prolific coinings of newsgroups. Darrell Ince’s explanations are so thorough that some of them are like mini-tutorials. I read them through from first entry to last and learned something interesting on almost every page.

The book is issued with a CD which contains the full dictionary entries in a browsable format, with hyperlinks. There are also links to relevant websites. The dictionary is supported by a separate web site where updates for downloading are posted. This is a wonderfully rich compendium – as smack up to date as it’s possible to be.

© Roy Johnson 2003

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Darrel Ince, Dictionary of the Internet, Oxford: Oxford University Press, 2003, pp.340, ISBN: 019280460X


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Digital Art History

June 30, 2009 by Roy Johnson

Teaching and learning art using IT

This is a collection of academic conference papers which look at the ways in which digital art history and the use of computers is affecting the ways in which art is both taught and studied. The papers cover issues such as the storage, access, and searchability of images; ownership and copyright. iconography and classification, and the analysis of art works using Computer Aided Design. There’s an account of a multi-media project for instance, Colour and Communication in 20th-Century Abstract Art, which teaches issues of tone, tint, and hue by making comparisons with music which are included as audio files alongside interactive exercises.

Digital Art HistoryNext comes a web-based project called The Cathedral as Virtual Encyclopedia – a virtual panoramic tour of Chartes cathedral. The really interesting and ambitious feature here is that the authoring team, lead by Stephen Clancy, have been digitally manipulating the panorama shots using Macromedia Director to produce a thirteenth-century version of the tour.

This is followed by an account of creating a multimedia database of the source materials archived by Georg Morgenstiern, professor of Indo-Iranian languages at the University of Oslo, Norway. The resulting collection of photographs, sound recordings, and movie clips can be seen at www.nb.no.

There is a short encomium for computer gaming which could safely have been left out of the collection. More interesting is an account of experimental new media art at the University of the West of England in Bristol – though the emphasis is on problems of curation rather than the ‘exhibits’ themselves. This is also true of an essay on the creation of a visually searchable database of images at London Guildhall.

The centrepiece of the book shows how computer graphics and visioning techniques can be used in the scientific analysis of paintings. Once the examples have been digitised using CAD software, new versions can be generated from different points of view; partly occluded objects can be completed; shapes and objects can be analysed; and a 3D version of the scene can be generated.

They show an amazing three dimensional reconstruction of Masaccio’s Florentine fresco, The Trinity. This paper is the work of three scholars in art history and engineering science working collaboratively at the University of Oxford and is probably the highlight of the collection.

As an e-learning author myself, I would sometimes have welcomed a little more technical detail, but there’s certainly enough here to stimulate anybody who want to see what’s possible in harnessing the power of IT to the teaching and learning in visual arts.

© Roy Johnson 2005

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Anna Bentkowska-Kafel et al (eds), Digital Art History, Bristol: Intellect, 2005, pp.118, ISBN 1841501166


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Filed Under: Art, Media, Online Learning Tagged With: Art, Computers, Cultural history, Digital art, Digital Art History, Education, New media, Online learning

Dust or Magic

June 27, 2009 by Roy Johnson

secrets of successful multimedia design

Dust or Magic is a book for people who want to know about or work in the new media. It takes the line of revealing the truth about how multimedia projects really work – pointing to both successes and complete turkeys. Bob Hughes has been active in the field over its last decade, and he discusses a fascinating range of examples – from websites and CD-ROMs to kiosk programs and interactive video.

Dust or MagicHe starts with an account of digital technology from Alan Turing onwards – but the chronology darts backwards and forwards from Russian constructivists to Greek theatre and back again to Richard Wagner. Later, he settles down to a slightly smoother chronology, but without sacrificing his wide range of reference. He offers Vannevar Bush, Douglas Engelbart, and Ted Nelson as key pioneers and presents excellent accounts of their work.

This is followed by detailed sketches of the pioneers of Virtual Reality, Interactive Video, and early hypertext programs such as Guide, Toolbook, and Hypercard – including developments which have been passed by which he claims could be revived with the development of new technology.

There’s something of an intellectual dip in the middle of the book when he compares English revolutionaries of the seventeenth century with the Guerilla Girls, and he celebrates web sites and Hyperstacks which are not much more than collections of idiosyncratic enthusiasms. Fortunately, the level rises again with a whole chapter devoted to Voyager, which he claims made innovations with the bare tools [Hypercard] available at the time.

The latter parts of the book are devoted to accounts of working on multimedia projects – one for the Nationwide Building Society, of all people – and he covers the disaster of the Microsoft ‘Sendak’ project, before passing on to discuss theories of ‘creativity’ and report on forays into the world of advertising. He discusses the psychology of idea-generation, its relation to programming and the world of computer games, the advantages of motion and sounds on screen, and there are some interesting observations on the need for visual ‘transitions’ between one screen of information and another.

Reading all this, you get an invigorating sense of intellectual excitement, the downside of which is that no single idea is pursued to any depth. This is a weakness occasionally reinforced by a surprisingly cavalier attitude towards his readers – ‘sorry – I’ve lost the URL’.

And yet he’s actually gone to the trouble of locating the original authors of some of these programs – an admirable trait in an age when a lot of software has a lifespan of five years or less. He’s very fond of using metaphors to explain his arguments, and there are lots of interesting historical anecdotes woven as side-bars into the text. At its best, he throws up novel connections from different media and sources of technology; at its weakest, he flits from one unexamined generalisation to another.

Apart from concluding that projects are best carried out by small teams, he never seems to get round to explaining the ‘secret’ in his sub-title, but this is a lively and stimulating introduction to the history of software development which should go onto the reading list of anyone who wants to know what happens on real-life projects. It’s a revelation of the costly disasters as well as a celebration of the often unsung heroes of new technology during the last thirty years.

© Roy Johnson 2000

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Bob Hughes, Dust or Magic: Secrets of Successful Multimedia Design, London: Addison-Wesley, 2000, pp.264, ISBN: 0201360713


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Filed Under: Information Design, Media, Online Learning Tagged With: Communication, Media, Multimedia, Online learning, Technology

E-Learning in FE

July 24, 2009 by Roy Johnson

practical guide and resources for the e-tutor

This is written from the perspective of practising FE teachers – and healthily sceptical ones at that – well aware of the resistance to and pitfalls in e-learning. And it covers all the possibilities – from simple Word documents to Moodle and other advanced courseware. They start off by looking at all the very common objections made to the use of IT in teaching. ‘Computers can’t replace teachers’; ‘It might be OK in other subjects, but not mine’; and ‘Not in my back yard’.

E-Learning in FE You’ll have heard them all. These are firmly refuted, whilst at the same time they acknowledge the sceptics and the pressures of daily life in FE. Then come some simple suggestions for interactive eLearning without any advanced IT skills – largely based on using the tools available within Microsoft Word and PowerPoint – to which many (if not all) are likely to have access.

This includes the inventive suggestion of using ‘comments’ to attach audio files giving feedback on pieces of submitted work – which shows what’s possible with these relatively simple and widely available features. This technique is not complex and is within the technical skills of most tutors. Moreover, it can be used in both ‘directions’. Students in art and design can supplement their submitted work with critical commentaries on their choice of materials via attached podcasts.

There are also examples of audio recordings used in PowerPoint for language lessons – and as they point out, these techniques can easily be repeated with new materials. Once an item of interactivity has been created, it can act as a ‘learning object’ – a small, independent and re-usable unit of learning.

Next comes a tour of the free and nearly-free software programs which allow tutors to create course tests and exercises: Hot Potatoes (quizzes) Action Mazes (choice actions) mind mapping, course management tools, and web quests. The main problem here is that many of these programs merely encourage users to link up existing Word files to create a spurious sense of interactivity – which isn’t real eLearning.

The new digital classroom can make use of cameras, audio-recording devices, and video recorders – all of which are now regularly combined in mobile phones. There’s also a discussion of interactive whiteboards (which I personally recommend you practise using thoroughly before embarrassing yourself in front of a class).

And if you don’t want to make your own eLearning materials, there are lots of ready-made options available for free or licensed download. They include maps, images, encyclopedias, and mini-courses endorsed by BECTA and NLN (National Learning Network).

This leads naturally into a discussion of how these materials are made available to students. The answer is via VLEs (Virtual Learning Environments). These can be intimidating for teachers – but at the same time their salvation. What they offer is a central repository for documents, exercises, student work, learning plans, and interactive courses – as well as facilities such as email, chat rooms, and discussion forums.

There’s an interesting chapter on mobile learning devices – laptops, PDAs, phones, and tablets. What emerges here as the unsung hero is the flash disk (or pen drive) – up to 2 GB of complete portability which can store information and even executable programs and fits in your shirt pocket.

They end with a comprehensive review of the support organisations and sources of help for the aspirant eTutor. My only reservation was that there might have been more practical examples and illustrative screenshots. But apart from that, I would say that this was the best guide to eLearning I have come across.

© Roy Johnson 2006

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John Whalley, Theresa Welch, Lee Williamson, E-Learning in FE, London: Continuum, 2006, pp.118, ISBN 0826488625


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Filed Under: Online Learning Tagged With: Education, eLearning, Further Education, Online learning, Technology

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