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48585 results in Computer Science

Page 1738 of 2430

  • Juggling hot potatoes: decisions and compromises in creating authoring tools for the Web

  • Stewart Arneil, Martin Holmes
  • Journal:
    ReCALL / Volume 11 / Issue 2 / September 1999
    Published online by Cambridge University Press:
    16 December 2008, pp. 12-19

  • This discussion paper outlines some of the decisions and issues involved in creating and using authoring tools for language learning through the World Wide Web. In it, we outline the development of Hot Potatoes, our suite of authoring tools, and attempt to draw conclusions from our experience that will be valuable not only to other developers but also to evaluators and users of authoring software. Areas addressed include exercise design, ability to customise and control the output, support for different browser versions, user-interface design, ancillary technology and technical support.

  • REC volume 8 issue 2 Cover and Front matter

  • Journal:
    ReCALL / Volume 8 / Issue 2 / November 1996
    Published online by Cambridge University Press:
    16 December 2008, pp. f1-f4
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  • János Kohn: in memoriam

  • Journal:
    ReCALL / Volume 11 / Issue 1 / May 1999
    Published online by Cambridge University Press:
    16 December 2008, pp. 3-4
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  • REC volume 10 issue 1 Front matter

  • Journal:
    ReCALL / Volume 10 / Issue 1 / May 1998
    Published online by Cambridge University Press:
    16 December 2008, pp. f1-f2
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  • How effective is CALL in ELT?

  • Bernhard Kettemann
  • Journal:
    ReCALL / Volume 7 / Issue 1 / May 1995
    Published online by Cambridge University Press:
    16 December 2008, pp. 49-53

  • Recently the NCET (National Council for Educational Technology) published a survey of the results of various studies on the evaluation and effectiveness of computer assisted teaching in Great Britain.1 This survey lists several positive effects of computer assisted teaching in a wide variety of educational applications. These range from increased motivation and eagerness to learn by disturbed or handicapped children to an increase in the performance of good learners by e.g. training analytic and divergent thinking.

  • Diary

  • Journal:
    ReCALL / Volume 3 / Issue 5 / November 1991
    Published online by Cambridge University Press:
    16 December 2008, p. 32
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  • Email tandem learning and the communicative curriculum

  • Jane Woodin
  • Journal:
    ReCALL / Volume 9 / Issue 1 / May 1997
    Published online by Cambridge University Press:
    16 December 2008, pp. 22-33

  • This article describes an email project between undergraduate non-specialist learners of Spanish and English in England and Spain. Students took part in a discussion forum and worked with a tandem partner exchanging information, ideas and corrections of each other's language. The project revealed a range of experiences and a case study of one particularly successful participant is presented. The contribution of email tandem learning to CALL within the communicative curriculum is also discussed. It is proposed that such learning plays a different role from classroom language learning, providing a bridge between the classroom and the natural language setting.

  • Diary

  • Journal:
    ReCALL / Volume 6 / Issue 2 / November 1994
    Published online by Cambridge University Press:
    16 December 2008, p. 80
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  • Diary

  • Journal:
    ReCALL / Volume 7 / Issue 1 / May 1995
    Published online by Cambridge University Press:
    16 December 2008, p. 72
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  • REC volume 8 issue 2 Cover and Back matter

  • Journal:
    ReCALL / Volume 8 / Issue 2 / November 1996
    Published online by Cambridge University Press:
    16 December 2008, pp. b1-b7
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Page 1738 of 2430