Matching form with content

Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.

Matching form with content

Successful computer-supported distance education requires that its enabling technologies are accessible and usable anywhere. They should work seamlessly inside and outside the information superhighway, wherever the target learners are located, without obtruding on the learning activity. It has long been recognised that the usability of interactive computer systems is inversely related to the visibility of the implementing technologies. Reducing the visibility of technology is especially challenging in the area of online language learning systems, which require high levels of interactivity and communication along multiple dimensions such as speaking, listening, reading and writing. In this article, the authors review the concept of invisibility as it applies to the design of interactive technologies and appliances. They describe a specialised appliance matched to the requirements for distance second language learning, and report on a successful multi-phase evaluation process, including initial field testing at a Thai open university.

Potential Cities_

Buildings and urban construction are understood in this paper as representations of the city. Their meanings, however, are often invisible, positing unrealized urban visions, which are both imbedded in and which call up chains of associations expressing desires and fears. Narratives of what the city should be often contain the rejection of the existing urban situation. Understanding architectural objects as potential underscores their imaginary nature. Freud, for example, uses the Roman ruins in Civilization and its Discontents (1929) as a means to imagine stages of history. Yet, meanings of the new can also be covered over and layered. Milan is a city with fragments of the new, which once projected an ideal urban space into the future. The potentiality of Milan’s postwar urban objects is analyzed in relationship to narratives of the city and insertion is framed as an imagining into the city.