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Critical Assessment of Customization Discourse in Information Systems Design: Conceptualizing the Meaning of Access and the Emerging Relationships Between Learners and Information Environments.

机译:信息系统设计中定制话语的严格评估:概念化访问的含义以及学习者与信息环境之间新兴的关系。

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摘要

Some argue that we live in an "information age"; others claim that we live in a "knowledge society". This research suggests we live in an era of adaptable and customizable widgets in which users are no longer passive receivers of ad hoc technological solutions, but active agents controlling the behaviour, content modalities, and multiple technological layers transforming the representation and interpretation of information. This study adopts a critical perspective and examines the meaning of access to information and the pertinence of customization. Specifically, it analyzes how the ISO standard AccessForAll (ISO/IEC 24751, 2008) conceptualizes the customization of e-learning environments. A qualitative approach and discourse analysis are used as a methodological strategy. The research analyzes responses to ten interviews conducted with a diverse group of participants. This foundation provides for a discussion about the challenges of customization design and recommendations for the future development of adaptive and flexible learning environments.
机译:有人认为我们生活在一个“信息时代”。其他人则声称我们生活在“知识社会”中。这项研究表明,我们生活在一个适应性强和可自定义的小部件时代,在该时代,用户不再是特定技术解决方案的被动接收者,而是控制行为,内容模式和改变信息表示和解释的多个技术层的主动代理。这项研究采用了批判性的观点,并研究了获取信息的意义和定制的针对性。具体来说,它分析了ISO标准AccessForAll(ISO / IEC 24751,2008)如何概念化电子学习环境。定性方法和话语分析被用作方法论策略。该研究分析了对由不同参与者组成的十次访谈的回应。该基础提供了有关定制设计的挑战的讨论以及对适应性和灵活学习环境未来发展的建议。

著录项

  • 作者

    Gamba Bari, Antonio.;

  • 作者单位

    University of Toronto (Canada).;

  • 授予单位 University of Toronto (Canada).;
  • 学科 Information science.
  • 学位 M.I.St.
  • 年度 2010
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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