• Banks, S. Lally, V. & McConnell, D. (2002) Collaborative E-Learning in Higher Education: Issues and Strategies, SPIE Publications
• Beetham, H. & Sharpe, R. (eds) (2007) Rethinking pedagogy for a digital age : designing and delivering e-learning, Routledge
• Bielawski, L. and Metcalf, D., (2005). Blended e-Learning – Integrating Knowledge, Performance Support and Online Learning, HRD Press Inc, Amherst, MA, USA
• Bonk, C.J. and Graham, C.R., (2005).  The Handbook of Blended Learning: Global Perspectives, Local Designs, Pfeiffer, San Francisco, CA, USA.
• Bull, J & McKenna, C (2003), Blueprint for computer-assisted assessment, Routledge Falmer
• Burge, E. J. & Haughey, M (2001), Using Learning Technologies, Routledge Falmer
• Conole, G. and Oliver, M.(ed) (2007), Contemporary perspectives in e-learning research: themes, methods and impact on practice, part of the Open and Distance Learning Series, F. Lockwood, (ed), RoutledgeFalmer.
• Collis, B. & Moonen, J. (2001) Flexible Learning in a Digital World Kogan Page
• Cross, J. (2007), Informal learning : rediscovering the natural pathways that inspire innovation and performance, John Wiley
• Evans T. and Nation D. (2000) Changing University Teaching: reflections on creating educational technologies, Kogan Page
• Garrison, D.R. (2003) E-learning in the 21st century : a framework for research and practice, RoutledgeFalmer
• Jeffreys, M. (2001) E-learning : strategies for delivering knowledge in the digital age, McGraw-Hill
• Koper, R. and Tattersall, C., (2005). Learning Design: A Handbook on Modelling and Delivering Networked Education and Training, Springer-Verlag,Berlin, Germany.
• Macdonald, J. (2008) Blended Learning and Online Tutoring: Planning Learning Support and Activity Design, Gower
• Maier, P. & Warren, A. (2000) Integr@ting Technology in learning and teaching, Kogan Page
• Mason, R. & Rennie, F.  (2008) E-learning and social networking handbook : resources for higher education Routledge
• McConnell, D. (2000) Implementing Computer Supported Cooperative Learning, Kogan Page
• Murphy,D, Walker, R. & Webb, G. (2001) Online Learning & Teaching with Technology Kogan Page
• Rice, W.H. (2006) Moodle : e-learning course development : a complete guide to successful learning using Moodle Packt
• Salmon, G. (2000) E-Moderating: the Key to Learning & Teaching On-line, London, Kogan Page
• Salmon, G (2002) E-tivities: the key to active online learning. Kogan Page.
• Stephenson, J. (Ed.) (2001) Teaching and Learning Online London: Kogan Page
• Squires, D, Conole, G & Jacobs, G (2000) The Changing Face of Learning Technology, Cardiff: University of Wales Press.
• Steeples, C & Jones, C (eds) (2001) Networked Learning: perspectives and issues, Springer Verlag

Also, what key websites would you recommend for use within the PGCLTHE programme aside from http://www.alt.ac.uk/; http://www.jisc.ac.uk/?

Full Title: Letting Go of the Words: Writing Web Content That Works
Author: Janice (Ginny) Redish
Publisher: Morgan Kaufman
Date: 2007

Full Title: Writing for Multimedia and the Web: A Practical Guide to Content Development for Interactive Media
Author: Timothy Garrand
Publisher: Focal Press
Date: 2006 (3rd edition)

“Learning how to write for just one type of interactive media, such as web sites or games, is not enough – to be truly successful as an interactive writer or designer, you need to understand how to create content for all types of new media.

Writing for Multimedia and the Web is the most comprehensive guide available for interactive writing. It covers web sites, computer games, e-learning courses, training programmes, immersive exhibits, and much more. Earlier editions have garnered rave reviews as a writing handbook for multimedia and web professionals, as well as a classroom text for interactive writing and design.”

Whittaker is a lecturer in journalism, media and English in the UK, specilising in international journalism, and the academic slant can be seen in the book, which is quite theoretical. He doesn’t want to get too technical, but feels a good understanding of the history, structure, workings and limitations of the Internet are important so that designers can work within the limitations. Web production and management is now a career choice, rather than a hobby, and throughout the designer must remember that effectiveness is the most important aim.

Before a site is produced, questions should be asked: what do you want to achieve from it, are you prepared to put in the long haul to achieve not only the initial site, but the updates. The structure and homepage are important elements of design, with flexibility within designs to allow for different elements of content, whilst maintaining an overall consistent look. Whittaker approves of Bauhaus design, where form follows function, and “Less is More” is a motto. Although interactivity can be achieved through scripting and multimedia (he discusses various scripting languages currently available), these should not be used just because they are available, as they may interfere with the sites purpose, and users are not interested in the latest technology, but is good design which facilitates usability and content (can learn a lot from newspaper techniques).

Whittaker discusses the use of colour, and graphic optimisation, legal, regulatory and ethical issues, how to promote the site post-production, and how to optimise the site for good search engine rankings. He details building a site using Netscape Composer (although he feels there are many similarities with other editors), whilst stressing the need to understand HTML in order to fine tune the site. He stresses the need to test the site for technical and usability problems before uploading. A website accompanies this book. (January 2002)

This book is now in its second edition, written by a pair from a graphic design background, who love to use Macintosh computers, and with a slightly wacky sense of fun. It is very good as a basic introduction to the Internet, how it works, and how to search it. The basics of making a site and what to consider before starting on the site itself, such as defining the audience and site goals, are considered in the initial chapters. There is a lot of practical information in the book, particularly with regard to preparing and optimising graphics for the web.

Tips are given for those who have never been involved in design, for instance, text alignment, page balance, etc., although they stress that designers have to let go of total control over the appearance of the site. Key areas of good and bad design are defined, the importance of a clear site ‘personality’, and the danger of a poor site is noted. The use of colour is discussed, they note that you can get involved in colour theory and psychology, but basically use your own judgment as to what looks good.

Aesthetic considerations are considered very important, but so are other elements, such as the organisation of materials within a site, navigation, and naming conventions. Differences between print and web media are considered, particularly download times, with the web considered cheaper, easier to update (an essential part of web design), and more interactive. Multimedia is considered as an option, but having a clean, attractive design and good information makes for a good site: simplicity is the key. Users can learn from other sites, although they must take care not to plagiarise.

The book also considers how to test the site, both technically, and for users, how to upload the site, and how to market the site once the initial site is complete. (January 2002)

Niederst comes from a background as a web designer, and a teacher of web design. Aimed at the beginner, it also prepares the reader for more advanced work. She stresses that there is no need to learn everything, but that it is good to recognise the elements of a web page, so that they can be investigated further if required.

She assumes no knowledge of how the web works, and so defines the key terms and concepts to work with, including a good idea of how the web works. The book is a very strong visual ‘how to’ text, but there are also plenty of points to think about regarding functionality and usability. She is particularly strong on the use of HTML and optimising and utilising graphics at their best. Some of the topics she covers include the lack of control over how a web page is seen (‘the unknowns’), how to get a site onto the web, a list of do’s and don’ts for web design, helpful advice on organising a web site, and an introduction to advanced techniques. Throughout the text she refers to several different web authoring and graphics packages. A website accompanies this book. ( February 2002)

See also Web Design in a Nutshell (1999), and Designing for the Web : Getting started in a new medium (1996).

Sites should be planned on paper first, the purpose and audience of the site must be defined, the desired outcomes prioritised, and the site planned accordingly. Users should know from the start what they are going to get from your site, and this should be consistently applied throughout the site. It is the job of the designer to make it obvious to users what elements of the page are and how they work.

Navarro assesses how the visual balance of a site should work, the psychology of colours (although she advises going with gut reactions on what looks good), some of the new media available on the web. She stresses the importance of accessibility, with plenty of tips on how to implement good, accessible design, claiming that this forms the basis of what is effective for all users, although it may restrict some elements of design. (January 2002)

Mandel trained as a cognitive psychologist. The book largely focuses on software application design and testing, but it was being recognised that the web was starting to have an impact, Chapter 16 focuses on the web, and a lot of the other design principles apply to web design. Interaction is defined for people by their past experience and expectations, and if something doesn’t work as expected, people tend to blame themselves rather than the product, so designers must ensure that their product works in a consistent manner. Mandel complains that magazines give the impression that it is easy to build web pages, which physically it is, but believes there is an art and a science to perfect a web site (not pages).

GUI interfaces for computers have added a time-delay factor, designers tends to play with the visual layout rather than focusing on the information, and what the product is trying to achieve. Define goals and information first, add design later. Designers must take into account the impact of memory, sensory systems of users should not be overloaded with, for instance, unnecessary animations. Designers must be user-focused, users used to have to adapt to systems, now there is a more common need for the system to adapt to the user; users can be given clues through the use of, for instance, visual metaphors. Now that the Internet has become more common, designs no longer need to be simply user-friendly, but should also be ‘user-seductive’. Goals must be realistic, achievable and testable.

Users want consistency across the web, but compromises are often needed, and designers should understand rules, but not follow them blindly, but know what they are breaking. Designs must be continually tested and reviewed to see if they work successfully, based in a sound structure, and the first site design is unlikely to be the last. Often web sites are based on TV models, but these don’t transfer successfully as the TV is a passive medium, whereas the web is an interactive medium, with a wide audience base with different skills sets, and differing paths should be offered for the new user, and the frequent user. There are new issues, such as legal and copyright, for web designers to deal with. (January 2002)

Buy from Amazon (yes, it’s still in print!)

Krug used to write computer manuals, but in 1989 changed to usability testing and interface design. He advocates a common sense approach to web design, and says that there is no ‘right’ way to design, but there are guiding principles that are already accepted, although all are learning their way through a new medium. Krug is a big fan of the Amazon website, and the book has many illustrations from this, and other, sites. He devotes the last three chapters to the importance of testing, and how to test sites.

From the word go sites should be self-evident or self-explanatory, in order to make sites user-focused. Users are the more likely to return if they feel ‘smart’, and by trying to be too clever, you will add to the ‘cognitive workload’, and makes users feel less intelligent. Krug insists that conventions work for a reason, and that if you decide to deviate from this, you must at least understand the rules that you are breaking. Users don’t necessarily understand how the web works, they skim pages, and choose the first reasonable option, rather than the ‘best’ option, and pages must be optimised to allow users the best chance of finding what they want.

Krug devotes a lot of attention to navigation, which he compares with directional/item signs in the supermarkets, although online the user loses any sense of scale, direction and location, and it is up to the web designer to offer some idea of this through navigation elements. Sites should identify a particular need, and try to answer it, keeping the overall site simple. There are many ideals for what a site can involve, but compromises must be made, and designers should avoid the temptation to add ‘just one more thing’. (January 2002)

Buy the 2005 edition from Amazon.

Flanders, Vincent & Willis, Michael, Web Pages That Suck: Learn Good Design by Looking at Bad Design, Sybex, 1998

Flanders was a webmaster for Lightspeed Net until 1997, having previously completed a degree focusing on the classical Greeks, where he appreciated the Greek ideas of moderation, proportion and beauty, which he feels can be applied to web design. He also taught HTML to various businesses, designing a website demonstrating bad design, so that his pupils would not repeat the same mistakes. This was so poplar it was converted to a book, with Willis, a designer. The book is still hugely popular, and is well illustrated with exemplars from both real companies (they stress they are not critical of the companies, just their site design) and sites created to demonstrate particular points.

A humorous approach to the writing has been taken, and the book is easy and fun to read, whilst being educational, with an unpretentious, to-the-point, style. They constantly stress the need to think before doing anything on the site, and are in favour of using what is needed to convey the message to the audience, rather than using all the technology available to web designers. Flanders & Willis define three purposes for sites, although the book is largely focused on making sales, establishing trust through a professional looking site, and getting the user to part with money. They emphasise the importance of a well structured site, with easy to find information, with the homepage particularly important as first impressions count. They deal with optimising download time, paying particular attention to graphics, on producing ‘sticky’ and communicative content, and on marketing and maintaining the site once the initial site is complete. A website accompanies this book. (January 2002)

See also Son of Web Pages That Suck: Learn Good Design by Looking at Bad Design (April 2002).