TD: 2011 Volume 7 No 2http://hdl.handle.net/10394/50152024-03-28T10:01:12Z2024-03-28T10:01:12ZEditorial comment: tribute to prof. Pieter de KlerkTempelhoff, J W Nhttp://hdl.handle.net/10394/68992018-08-23T11:24:29Z2011-01-01T00:00:00ZEditorial comment: tribute to prof. Pieter de Klerk
Tempelhoff, J W N
2011-01-01T00:00:00ZEngageability: a new sub-principle of the learnability principle in human-computer interaction.Chimbo, BGelderblom, J HDe Villiers, M Rhttp://hdl.handle.net/10394/52792018-08-21T12:23:58Z2011-01-01T00:00:00ZEngageability: a new sub-principle of the learnability principle in human-computer interaction.
Chimbo, B; Gelderblom, J H; De Villiers, M R
The learnability principle relates to improving the usability of software, as well as users’
performance and productivity. A gap has been identified as the current definition of the
principle does not distinguish between users of different ages. To determine the extent of
the gap, this article compares the ways in which two user groups, adults and children,
learn how to use an unfamiliar software application. In doing this, we bring together the
research areas of human-computer interaction (HCI), adult and child learning, learning
theories and strategies, usability evaluation and interaction design. A literature survey
conducted on learnability and learning processes considered the meaning of learnability
of software applications across generations. In an empirical investigation, users aged from
9 to 12 and from 35 to 50 were observed in a usability laboratory while learning to use
educational software applications. Insights that emerged from data analysis showed
different tactics and approaches that children and adults use when learning unfamiliar
software. Eye tracking data was also recorded. Findings indicated that subtle reinterpretation
of the learnability principle and its associated sub-principles was required.
An additional sub-principle, namely engageability was proposed to incorporate aspects of
learnability that are not covered by the existing sub-principles. Our re-interpretation of
the learnability principle and the resulting design recommendations should help
designers to fulfill the varying needs of different-aged users, and improve the learnability
of their designs.
2011-01-01T00:00:00ZRevisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom.Lombard, B J Jhttp://hdl.handle.net/10394/52782016-04-28T20:59:56Z2011-01-01T00:00:00ZRevisiting the value of rubrics for student engagement in assessment and feedback in the South African university classroom.
Lombard, B J J
The so-called ‘massification’ of higher education challenges all spheres in institutions
serving this education sector. The university classroom and its pivotal areas of teaching,
learning and assessment is no exception. While the literature suggests that assessment
has a strong influence on learning, it is also maintained that feedback related to
assessment is a key determinant of learning attainment. However, conditions in higher
education environments are not always conducive to feedback and therefore it remains a
complex matter. By acknowledging these complexities and in pursuit of improving
student performance by also enhancing their quality of learning, this paper explores the
value of rubrics for promoting student engagement in the assessment and feedback
processes by means of a conceptual analysis. The theoretical discourse is concluded by
suggesting some areas in which applied research could be undertaken in order to
establish the tangible value of rubrics for promoting student engagement in the
assessment and feedback processes in the South African university classroom.
2011-01-01T00:00:00ZPerspectives on climate change and adaptation funding in developing countries.Lalthapersad-Pillay, POosthuizen, A Ghttp://hdl.handle.net/10394/52772016-04-28T20:59:49Z2011-01-01T00:00:00ZPerspectives on climate change and adaptation funding in developing countries.
Lalthapersad-Pillay, P; Oosthuizen, A G
Most studies concur that climate change could seriously affect the sustainability and
well-being of developing countries as they depend directly on climate-sensitive natural
resources for their livelihood endeavours. This could primarily occur through reduced
agricultural productivity, a higher incidence of diseases, the displacement of people, loss
of livelihood and food price increases, all of which could contribute to food insecurity,
malnourishment and escalating poverty. Although developing countries have contributed
the least to Green house Gas (GHG) emissions, they stand to lose the most and it is
likely that many of the development gains that have been made thus far will be reversed.
To ensure that poverty reduction and economic growth do not become elusive goals for
developing countries, it will be necessary to provide funds for potential adaptation
measures to prevent these countries slipping further down the Human Development
Index (HDI) ranking. In this paper, we will use Africa as a reference and look at the
funds required for adaptation, the possible sources of funds and the conflict that may
occur in prioritizing development objectives.
2011-01-01T00:00:00Z