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The purpose of this paper is to present the design and implementation of music courseware that features a music search system that uses impression keywords. The paper applies the courseware to Kansei (sensibility) development for elementary and junior high school students. The objectives of this courseware are to cultivate children's sensitivity to the mood of a music selection; an understanding of the effects of tonality on the mood of the music; and) an ability to appreciate and express music through activities such as searching, selecting, and listening while also utilizing information about musical impression. The courseware is also designed to support teachers who do not specialize in music education.

Music courseware is designed containing the following three components: a semantic associative search engine that enables the retrieval of media data related to impression keywords selected by users; interfaces and tools for music retrieval and learning, which support users as they study the mood of the music in an easy‐to‐understand format using basic music teaching scenarios; and basic music teaching scenarios that are designed and created by elementary school teachers to encourage student understandings of the tonality and mood of the music in a practical manner.

The results of several qualitative and quantitative experiments show that this courseware assists children in independently learning musical elements by feeling, understanding, and expressing music impressions using words from the courseware that are extracted automatically from musical elements, such as key, rhythm, tempo, pitch, melody, and harmony.

Additional applications in various elementary and junior high school settings are needed to address a variety of practical, real‐life teaching scenarios.

This courseware have the potential to support enrichment programs not only in ordinary schools but also in a wide range of non‐educational settings, such as welfare care, disability care, and cross‐cultural communication.

The main feature of this courseware is its multimedia database technology, which applies Kansei to music education, thereby enabling students to understand the mood and structure of music based on their own subjective impressions using an objective framework.

Implementation of recommended design strategies can potentially allow any Web‐based learning program to be made accessible to learners who use adaptive technologies. However, one of the greatest barriers to achieving this goal is the lack of authoring tools that support course content developers in adhering to existing accessibility guidelines. In order to ensure universal access, attention must be given to Web pages generated automatically by courseware programs, as well as those uploaded from an external source. Courseware authoring environments could easily include utilities to support developers in making their online resources accessible. This paper will review products recently available on the market using the guidelines published by the World Wide Web Consortium’s Web Accessibility Initiative as a framework for analysis.

The purpose of this paper is to introduce some new functions achieved in a web‐based multimedia courseware, which is developed by Flash software and used by part‐time graduate students.

The courseware uses Adobe Flash CS3 as its development software, which supports Actionscript language, FMS and FLV technology as well.

The courseware developed by Flash can meet the needs of students because of its high speed and interaction in network.

Some part‐time graduate students have already used this courseware system. Compared with the traditional online courseware, students like this kind of courseware more for its humanized interface. It is no more a question to achieve internet face‐to‐face conversation and streaming media play because Flash supports FMS and FLV technology.

The paper summarizes experiences in using Flash to develop a web‐based multimedia courseware and it is valuable to those who intend to develop an educational platform for teaching and training.

This study is to understand perspectives of administrators and instructors in higher educational institutes on cultural factors which affect website and electronic courseware for e-Learning in ASEAN. It used an Exploratory Factor Analysis (EFA) to find underlying cultural factors affecting the design of website and electronic courseware for e-Learning in ASEAN. Based on the factors identified, the proposed model of website and electronic courseware for e-Learning in ASEAN along with the prototype were presented at the end. The research procedures included two major steps. Step 1 is based on the review of related literature and the data collection from the survey concerning cultural factors affecting website and electronic courseware. In step 2, experts' interviews were conducted to obtain their opinions concerning the proposed factors, along with discussion about readiness of Thai e-Leaning in higher education so as to become part of the ASEAN Community in 2015, and the model of website and electronic courseware for e-Learning in ASEAN were presented.

The results of this study were the report of the cultural factors affecting the proper design of website and electronic courseware for e-Learning in ASEAN, the proposed model, and the prototype of website and electronic courseware for e-Learning in ASEAN assimilating all the related cultural factors exquisitely.

Austin Rover adopted open learning as a result of fundamental and massive changes in technology, productivity and its product range. With the help of the Manpower Services Commission (MSC) open learning centres at each of Austin Rover's main manufacturing sites have been established. Each centre has work stations (comprising a computer, disk drives, printers and monitors) study benches, a video resource, an audio resource, a reference library and an administrator. The use of the computer is encouraged as a training aid to deliver, manage or test the learning process and the trainee. The cost‐effectiveness of open learning, the development of courseware and the available resources are examined. The selection of employees for courses and the staff involved are discussed. The company sees open learning as an additional method of training to those already at the disposal of trainers.

This paper seeks to describe the development of an e‐learning package in Automated Parts Feeding, by discussing the concept of e‐learning, the development process and presenting the automated parts‐feeding contents covered in the package.

Macromedia Flash MX has been used as the main development platform. Other authoring tools include ProEngineer Wildfire, Autodesk 3ds Max, Adobe Premiere Pro and Adobe Photoshop. These tools provide the important framework for organising and editing the elements of the e‐learning courseware and ensure maximum effectiveness of the 2D/3D graphics and animation in the courseware.

The courseware has been fully tested. Evaluation of the software by users indicate that the majority of users are pleased with its effectiveness, quality, design, length of content and style of delivery.

It serves as a supplement teaching package for students, instructors, engineers and technologists who are interested in the specialised field of automated parts feeding.

The purpose of this paper is to detail the development of a multimedia courseware that enhances the learning of rapid prototyping (RP) among professionals, senior year and graduate students.

The design and development of the multimedia courseware is based on a “visit a science museum” concept where each topic can be accessed depending on the interests or the needs of users. Factors that influence learning curve such as structure of information, application of visual and auditory components and human‐computer interface are addressed and discussed.

Instructions using multimedia significantly enhances the education process of RP technology. Methods to produce a good multimedia courseware have been introduced.

This paper describes the latest version of the multimedia courseware which is an accompaniment to the third edition of the book entitled Rapid Prototyping: Principles & Applications published in 2009.

The purpose of this paper is to model a practical solution to the lack of library modules within commercial courseware.

A comprehensive examination of the technical, political, and practical issues surrounding this problem provides the framework for designing a dynamic administrative tool that facilitates information access for distance courses.

There are many different programming languages and models librarians can use to implement similar course modules. If librarians lack the skills to build these applications, student workers skilled in computer science can help.

This and similar models of organizing resources and information for distance students has an immediate impact on services to online users, leveraging of resources and tangible benefits to the student.

Librarians need to build their own technological solutions to serve their users when the commercial world is not addressing a real need.

A project was undertaken to determine the appropriateness of providing subject‐based courseware in an academic library's software center or microcomputer lab. The courseware was intended to provide remedial instructional support to re‐entry students in selected subjects. For this project, college algebra became the chosen subject because there appeared to be widespread local agreement that a number of adult students needed remedial instruction in college algebra. The question of the appropriateness of CAI in the library remains open. This service seems to be a viable one for academic libraries to offer. Success would be dependent on wide ranging cooperation involving the library, teaching faculty, computing staff, and instructional technologists.