This Husserlian transcendental-phenomenological investigation of interkinaesthetic affectivity first clarifies the sense of affectivity that is at stake here, then shows how Husserl’s distinctive approach to kinaesthetic experience provides evidential access to the interkinaesthetic field. After describing several structures of interkinaesthetic-affective experience, I indicate how a Husserlian critique of the presupposition that we are “psychophysical” entities might suggest a more inclusive approach to a biosocial plenum that includes all metabolic life.

Interkinaesthetic affectivity: a phenomenological approach

Hypermedia is a broadly accepted technique to develop educational systems since its hypertext structure reflects a model of learning based on the students' semantic memory model and the use of multimedia provides interactive mechanisms that allow managing, manipulating and organizing the lessons. A hypermedia electronic book called CIPP (Curse Interactive de Programacion en Pascal) is introduced to help students learn the Pascal programming language and the empirical evaluation that was carried out to assess the book utility as an educational tool. One of the most encouraging results from this experience was that, at the end of the course, not only did most students agree with the didactic method which integrated lectures with the use of the electronic book, but also they felt motivated to continue learning Pascal by themselves.

Assessing the utility of an interactive electronic book for learning the Pascal programming language

Purpose – The purpose is to bring together all bibliographic references of the published literature on electronic books (e-books) and related technologies in one source so that it will save time for others in conducting literature searches and reviewing the developments. Design/methodology/approach – The information included in this bibliography is collected systematically from all the published sources in the world such as journal articles, conference papers, conference proceedings, books, reports and PhD theses on e-books until the last quarter of 2004. Mainly it covers e-books, e-books publishing, the impact of e-books on different types of users, e-book publishing techniques and trends, e-book user interfaces and other technologies related to e-publications. Findings – As computer usage continues to grow exponentially, the desire of users to use electronic publications (e-publications) has also increased tremendously. This has led to the publication of materials in electronic form as e-publications on both CD-ROMs and web. The e-book is one of the several forms of e-publications and its popularity has been growing steadily for the past decade. Originality/value – This bibliography will be useful to all researchers conducting research in any areas related to e-books and e-book publishing.

An overview of electronic books: a bibliography

This contribution seeks to explicitly articulate two directions of a continuous phenomenal field: (1) the genesis of intersubjectivity in its bodily basis (both organic and phylogenetic); and (2) the re-investment of the organic basis (both bodily and cellular) as a self-transcendence. We hope to recast the debate about the explanatory gap by suggesting a new way to approach the mind-body and Leib/Korper problems: with a heart-centered model instead of a brain-centered model. By asking how the physiological dynamics of heart and breath can become constitutive of a subjective (qua intersubjective) point of view, we give an account of the specific circular and systemic dynamic that we call “the rainbow of emotions.” This dynamic, we argue, is composed of both structural and experiential components and better evidences the seamless, non-dual articulation between the organic and the experiential.

The rainbow of emotions: at the crossroads of neurobiology and phenomenology

SUMMARY Computer networks now offer many interesting and exciting ways for accessing teaching and learning resources. They also make available many new possibilities for the support of both synchronous and asynchronous teaching and learning activities. These can involve both autonomous and collaborative modes of study. This paper describes and discusses some of the ways in which private (in‐house), web‐based networks (intranets) can be used (possibly in conjunction with the Internet) to facilitate new ways of supporting student‐managed, autonomous learning activities. The techniques involved are illustrated by means of a case study which deals with the teaching of a particular final year module within an undergraduate degree course at the University of Teesside. Some possible future applications of this approach to teaching and learning are then briefly discussed.

Using Intranets to Support Teaching and Learning

Much of the success of iconic interfaces has occurred within application domains in which a consistent metaphor can be maintained. However, this approach can prove problematic when icons are designed for cross-cultural applications-where a generic metaphor can often prove elusive. Even when a suitable metaphor can be found the problem remains of developing icons (within a given metaphorical framework) for all the functionality that may be required. Within certain application domains this difficulty has been overcome by means of the parallel use of more than one metaphor. This is certainly true of iconic interfaces to information delivery applications (where ‘book’ and ‘travel’ metaphors are relatively common). The universality of the book metaphor within modern culture and its relevance to many of the cognitive tasks involved in information delivery applications have provided the primary motivation for our adoption of this metaphor in much of our work. However, we have also used multiple metaphor...

The Use of Metaphors in Iconic Interface Design

SUMMARY The changing nature of computing and communications technologies has critical implications for the future delivery of education. There are three crucial issues. First, the delivery of distance education, student remediation, performance assessment and accreditation through mechanisms such as the Worldwide Web (WWW). Second, the development of guidelines which will allow designers to embed sound pedagogic principles into computer‐based education provision. Third, the development of suitable electronic performance support systems to support student and staff activities within such environments. This paper addresses these problems through a discussion of the underlying processes. Three case studies are then presented which illustrate how these ideas have been practically applied and the impact that such work has on the wider problems of knowledge sharing through electronic course delivery within a university setting. This work provides a powerful framework for future knowledge sharing on a global scale.

Knowledge Sharing Through Electronic Course Delivery

SUMMARY Multimedia and hypermedia electronic books can be used to provide information presentation environments of considerable pedagogic richness. However, the design and fabrication of such books requires the application of well‐founded models and design guidelines. This paper describes and discusses a number of basic page structure models which can be applied to the design of electronic books. Using these models it is possible to design effective and efficient knowledge and information transfer mechanisms for use in teaching and training applications. Some case studies illustrating the use of these models are then presented.

Page Structures for Electronic Books

SUMMARY Despite the advent of powerful, inexpensive, easy‐to‐use computer technology, the uptake of computer‐assisted learning and computer‐based training methods within most academic institutions is still relatively low. Indeed, for some time to come, and despite their known limitations, lectures are likely to continue to be the mainstream mechanism for the bulk dissemination of information and knowledge to large groups of students within the majority of organizations involved in higher education. Given this situation, it is important to address the issue of how best to use computer technology to improve the quality of students’ learning experiences and at the same time provide a more effective and efficient framework for staff to develop and present lecture material. In this paper we discuss one way in which computer technology can be used to create an electronic performance support system (EPSS) that simultaneously fulfils the needs of both staff and students. The EPSS is based upon an on‐line lecture ...

A Global Performance Support System for Students and Staff

Electronic performance support systems provide an important method of meeting on-demand educational and training requirements. They also provide efficient and effective ways of enabling the knowledge and expertise within an organization to be shared. This paper discusses the design of a distributed electronic performance support system and the ways in which 'intelligent agents' based on expert systems and neural networks can be used to locate and share distributed expertise. A case study illustrating our approach to the implementation and use of intelligent agents is presented. DOI: 10.1080/0968776940020109

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Intelligent approaches to performance support

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