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1987, Learning in school and out, Educational Researcher, 16, 13-20. 17. A. ), Context and Consciousness, Cambridge MA: The MIT press, 69-102. 18. Bellamy, R. K. ) Context and Consciousness, Cambridge, MA: The MIT Press, 123-146. 19. : 1994: Usability measurement in context, Behaviour & Information Technology, 13/1 & 2, 132-145. 20. : 1987, Plans and Situated Actions, Cambridge, MA: Cambridge University Press. 21. , Cognitive Science and Mathematics Education, Hillsdale, NJ: Lawrence Erlbaum Associates, 89-122.
Printed in the Netherlands. I. Aedo, P. Díaz 46 referred to as user-centred design , requires involving the user in the development process and perform empirical tests that corroborate if the design decisions are appropriate. Educational systems, as highly interactive applications, need to be assessed to determine if they are usable and useful. Such evaluation is not only concerned with assessing the quality of the user interface that can be tested in terms of such parameters as readability, aesthetics or consistency; the evaluation process is also oriented towards analysing if the system can be used in an efficient way to meet the needs of its users , who can be students and teachers.
M. D. (1990). Anchored instruction: Why we need it and how technology can help. In D. NIX & R. ), Cognition, Education, and Multimedia, Hillsdale, NJ: Lawrence Erlbaum Associates. Resnick, L. (1987). Learning In School arid Out. Educational Research, 12(9), 13-20. Dias, P. (2000). Estilos e estratégias na interne, Web: dimensões de desenvolvimento das comunidades de aprendizagem. Comunicação apresentada no seminário CENTED 2000/Viagens Virtuais, Universidade Aberta, Lisboa, 10-12 de Janeiro. J.