Graphics Programs Reference
In-Depth Information
Wildner-Basset, M. E. (2005). CMC as written conver-
sation: a critical social-constructivist view of multiple
identities and cultural positioning in the L2/C2 classroom.
CALICO Journal
,
22
, 635-656.
Wolak, J., Mitchell, K. J., & Finkelhor, D. (2006) Online
victimization of youth: Five years later. National Center
for Missing & Exploited Children. Report #07‐06‐025.
Alexandria, VA.
Wiley, J., & Ash, I. K. (2005). Multimedia learning of
history. In Mayer, R. E. (Ed.),
The Cambridge handbook
of multimedia learning
(pp. 375-391). New York, NY:
Cambridge University Press.
Wolburg, J., & Pokrywczynski, J. (2001). A psychographic
analysis of Generation Y college students.
Journal of
Advertising Research
,
41
(5), 20-52.
Wolfe, D. (1994).
The BBS construction kit
. New York:
John Wiley& Sons, Inc.
Wiley, D. A. (2000). Connecting learning objects to
instructional design theory: A definition, a metaphor,
and a taxonomy. In D. A. Wiley (Ed.),
The Instructional
Use of Learning Objects: Online Version
. Retrieved
from http://reusability.org/read/chapters/wiley.doc on
December 16, 2007.
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction
in web-based learning: A social constructivist interpre-
tation.
The Internet and Higher Education
,
10
, 15-25.
doi:10.1016/j.iheduc.2006.10.005
Wood, D. (2009). Real life access to Second Life worlds:
The potential, the problems and the possibilities for a bar-
rier-free future.
The International Journal of Diversity In
Organisations
.
Communities and Nations
,
8
(6), 139-148.
Willis, J. (1996).
A framework for Task-Based Learning
.
Harlow: Longman Pearson Education.
Wilson, B. G. (2004). Designing e-learning environ-
ments for flexible activity and instruction.
Educational
Technology Research and Development
,
52
(4), 77-84.
doi:10.1007/BF02504720
Woods, R., Baker, J. D., & Hopper, D. (2004). Hybrid
structures: Faculty use and perception of web-based
courseware as a supplement to face-to-face instruction.
The
Internet and Higher Education
,
7
, 281-297. doi:10.1016/j.
iheduc.2004.09.002
Wilson, B. G., & Meyers, K. M. (2000). Situated cogni-
tion in theoretical and practical context. In Jonassen, D.,
& Land, S. (Eds.),
Theoretical foundations of learning
environments
(pp. 57-88). Mahwah, NJ: Lawrence Erl-
baum Associates.
Woodward, H., & Nanlohy, P. (2004). Digital portfolios.
Fact or fashion?
Assessment & Evaluation in Higher Educa-
tion
,
29
(2), 625-648. doi:10.1080/0260293042000188492
Wiske, M. S. (2006). Teaching for Meaningful Learning
with New Technologies. In Ashburn, E. A., & Floden, R.
E. (Eds.),
Meaningful Learning Using Technology: What
Educators Need to Know and Do
(pp. 26-44). New York:
Teachers College Press.
Wooley, D. R. (1994). PLATO: The emergence of on-
line community. Retrieved August 26, 2005 from http://
thinkofit.com/plato/dwplato.htm
Wray, J., & Sensky, T. (2001). Congenital heart disease
and cardiac surgery in childhood: effects on cognitive
function and academic ability.
Heart (British Cardiac
Society)
,
85
, 687-691. doi:10.1136/heart.85.6.687
Wolak, J., Finkelhor, D., Mitchell, K., & Ybarra, M.
(2008). Online “Predators” and Their Victims.
Myths,
Realities, and Implications for Prevention and Treatment
American Psychologist.
,
63
(2), 111-128.
Wyeld, T. G., Prasolova-Førland, E., & Viller, S. (2007,
4-9 March). Theatrical place in a 3D CVE. Paper presented
at the Computing in the Global Information Technology
conference, 2007. ICCGI 2007, Brisbane, QLD.
Wolak, J., Mitchell, K. J., & Finkelhor, D. (2003).
In-
ternet sex crimes against minors: The response of law
enforcement
. Report prepared for the National Center for
Missing & Exploited Children. Report # 10‐03‐022.
Alexandria, VA.
Search WWH ::
Custom Search