Stoicheff & Taylor (2004). Introduction: Architectures, Ideologies, and Materials of the Page.

“… from about the year 1000 on, scholastic or analytic reading increasingly replaced the older, slower, subvocalizing rumination of monastic reading, transforming the page ‘from a score for pious mumblers into an optically organized text for logical thinkers.'” (p 11)

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Bergeron & Obeid (1995). Temporal issues in the design of virtual learning environments.

“It may be advantageous to distort time, that is, to have time seem to pass more slowly, more rapidly, reverse, or jump to an earlier or later point, depending on the author’s pedagogical goals. An author’s ability to control or at least modulate a user’s perception of time within a synthetic environment is especially critical in educational settings where cause and effect relationships are being taught …” (p 128)

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Nielsen (1994). Chapter 9 – International User Interfaces.

“Icons and other graphic interface elements can also be classified in three categories according to the role they play when being used: signals (information sensed at the skill-based level , such as braking when you see a red traffic light), signs (information derived from rule-based behavior, such as adjusting your speed based on whatever the latest speed limit posting read), and symbols (information deduced by knowledge-based reasoning, such as puzzling out the meaning of unfamiliar icons in a foreign airport).” (p 239)

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Henderson (2006). Theorizing a Multiple Cultures Instructional Design Model for E Learning and E-Teaching.

“What continues to be experienced on a global scale can be identified as a culturally-blind or unintentional exclusion of issues of culture that result in exclusionary and culturally-homogenous educational e-learning resources.” (p 131-132)

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