@incollection{whitelock2010activating,
  abstract = {This chapter examines the role Web 2.0 tools can play in promoting the Assessment for Learning Agenda. It presents a number of cases of peer, self and computer assessments that display a range of characteristics proposed by Elliott (2008) for the next generation of assessment tasks. The discussion of the cases revealed a missing characteristic which is a form of feedback to the students that will take their learning forward which I have called 'Advice for Action'. In order for assessment tasks and tools to become more effective they need to be embedded within a pedagogical framework, which in turn, requires a supportive infrastructure as proposed by the 4Ts pyramid. The major components of the pyramid consist of (a) Tool Development, (b) Staff Training, (c) Rethinking the Assessment Tasks and (d) Learning from the Assessment Tasks.},
  added-at = {2011-06-11T13:06:27.000+0200},
  author = {Whitelock, Denise},
  biburl = {http://www.bibsonomy.org/bibtex/21b1e9f0a2bd377cb73128796e8644a58/yish},
  booktitle = {Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching},
  editor = {Lee, M. J. W. and McLoughlin, C},
  interhash = {3ebdf5090eeb595ca13fb294d33e273c},
  intrahash = {1b1e9f0a2bd377cb73128796e8644a58},
  keywords = {TEL Web2.0 accreditation assessment assessment2.0 asynchronous casestudies collaboration collaborative communication communications computer-assisted computer-mediated constructivism discussion distance e-assessment education educational evaluations formative implementation interactions learning pedagogy research summative technologies technology undergraduate web-based web-delivered},
  publisher = {IGI Global},
  timestamp = {2011-06-11T13:06:27.000+0200},
  title = {Activating Assessment for Learning: Are we on the way with WEB 2.0?},
  url = {http://oro.open.ac.uk/19706/},
  year = 2010
}

@techreport{ieKey,
  abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment},
  added-at = {2011-02-04T12:21:08.000+0100},
  author = {Pachler, Norbert and Mellar, Harvey and Daly, Caroline and Mor, Yishay and Wiliam, Dylan and Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish},
  description = {Telearn},
  howpublished = {Project Report},
  institution = {Institute of Education, WLE},
  interhash = {f3f41ae311d9bbee71c84cc6509c0f91},
  intrahash = {b9236fd82fe60d5cbac1aa340221c566},
  keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment},
  timestamp = {2011-02-04T12:21:08.000+0100},
  title = {Scoping a vision for formative e-assessment: a project report for JISC },
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875},
  year = 2009
}

@article{cae-feasst09,
  abstract = {This paper reports on one aspect of the Joint Information Systems Committee
(JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases
of formative e-assessment developed iteratively with the UK education practitioner
community. The project, which took place from June 2008 – January 2009, aimed to
identify current theories and practices relating to formative assessment of learning
where technologies play a key role. The project aimed to scope the 'domain' of
formative e-assessment, by developing cases of practice and identifying key
formative processes within them, which are affected by the use of technologies.
From this analysis, patterns were extracted to inform future software design. A
discussion of the key issues emerging from the review of the literature on formative
e-assessment, a full account of the project methodology – the design pattern
methodology – as well as a critical discussion of the findings – namely the patterns
and the role of technology – are the focus of a separate paper (see Daly et al
(forthcoming). This paper documents how cases of formative e-assessment were
developed during the project by a collaborative methodology involving practitioners
from a range of post-16 education contexts. The cases were analysed with reference
to key theoretical perspectives on formative assessment, particularly the work of
Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002,
2007) was used to locate practices of formative assessment within a wider concept
of learning and teaching involving technologies, although a detailed discussion of the
latter is not within the scope of this paper1.
},
  added-at = {2011-02-04T12:17:51.000+0100},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/27542356db18170d22f5cb8bc4d3bca60/yish},
  doi = {10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {7542356db18170d22f5cb8bc4d3bca60},
  journal = {Computers and Education},
  keywords = {cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment},
  number = 3,
  pages = {715-721},
  timestamp = {2011-02-04T12:17:51.000+0100},
  title = {Formative e-assessment: practitioner cases},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2231},
  volume = 54,
  year = 2010
}

@incollection{MorELP2010,
  added-at = {2011-02-04T12:13:19.000+0100},
  address = {Hershey, PA},
  author = {Mor, Yishay and Mellar, Harvey and Pachler, Norbert and Daly, Caroline},
  biburl = {http://www.bibsonomy.org/bibtex/28d2db10cf4e2b7566ba0b522ce8124d2/yish},
  booktitle = {Problems Investigations of E-Learning Patterns: Context Factors Solutions},
  editor = {Kohls, Christian and Wedekind, Joachim},
  interhash = {ff5c154f8f332ab71570e19b7eb4aa97},
  intrahash = {8d2db10cf4e2b7566ba0b522ce8124d2},
  keywords = {assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw},
  publisher = {Information Science Publishing},
  timestamp = {2011-02-04T12:13:19.000+0100},
  title = {Formative e-Assessment: case stories, design patterns and future scenarios},
  year = 2011
}

@article{daly-exploring,
  abstract = {This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.},
  added-at = {2011-02-04T12:12:48.000+0100},
  author = {Daly, Caroline and Pachler, Norbert and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/2d956ef57250671efb80c191102c09e04/yish},
  interhash = {28e8386842a6ffa70f68230e006f7c9f},
  intrahash = {d956ef57250671efb80c191102c09e04},
  journal = {Assessment & Evaluation in Higher Education},
  keywords = {assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology},
  number = 5,
  pages = {619 - 636},
  timestamp = {2011-02-04T12:12:48.000+0100},
  title = {Exploring formative e-assessment: Using case stories and design patterns},
  url = {http://www.informaworld.com/openurl?genre=article&issn=0260%2d2938&volume=35&issue=5&spage=619},
  volume = 35,
  year = 2010
}

@article{hatzipanagosstylianos2009,
  abstract = {The paper explores the relationship between formative assessment and social software. Formative assessment practices though beneficial for student learning become marginalised and constrained in open and distance learning environments in higher education. Feedback is a key factor in formative assessment and learners can benefit from the deployment of emerging technologies and the opportunities for participation and dialogue afforded by social software. This paper explores and proposes a conceptual framework for this relationship. The claim is that the social dimensions of emerging technologies - specifically, blogs and wikis - allow for formative assessment practices to be re-invented or at the very least facilitated by essentially participative and student-focussed interventions. A comparison of these technologies against formative assessment mechanisms identifies the types of processes that these new tools might best support to encourage effective feedback approaches that both empower the learner and enhance their learning experience.
Keywords: computer-assisted assessment; formative assessment; blogs; wikis; higher education },
  added-at = {2009-03-29T21:34:13.000+0200},
  address = {Routledge},
  author = {Hatzipanagos, Stylianos and Warburton, Steven},
  biburl = {http://www.bibsonomy.org/bibtex/282060cd81cc655d4ffdc2bfb3e1b0e05/yish},
  interhash = {62b05833f816201552c9061ca4e25ff4},
  intrahash = {82060cd81cc655d4ffdc2bfb3e1b0e05},
  issn = {1743-9884},
  journal = {Learning, Media and Technology},
  keywords = {assessment distance e-assessment education elearning feedback formative learning social software wleformativeeassessment},
  pages = {45 - 59},
  series = 1,
  timestamp = {2009-03-29T21:34:13.000+0200},
  title = {Feedback as dialogue: exploring the links between formative assessment and social software in distance learning},
  url = {http://www.informaworld.com/10.1080/17439880902759919},
  volume = 34,
  year = 2009
}

@article{Yeh09,
  abstract = {Giving feedback on second language (L2) writing is a challenging task. This research proposed an interactive environment for error correction and corrective feedback. First, we developed an online corrective feedback and error analysis system called Online Annotator for EFL Writing. The system consisted of five facilities: Document Maker, Annotation Editor, Composer, Error Analyzer, and Viewer. With this system, teachers can mark error corrections on online documents and students can receive corrective feedback accordingly. The system also classifies and displays error types based on user query. Second, an experiment was conducted to evaluate the effectiveness of this system. Fifty EFL (English as a Foreign Language) college freshmen were randomly assigned to two groups. The experimental group received corrective feedback with the developed system whereas the control group used the paper-based error correction method. After the treatment, students in both groups conducted corrective feedback activities by correcting the same document written by an EFL student. The experimental results were encouraging in that the analysis of students’ corrective feedback revealed significantly better performance in the experimental group on recognizing writing errors. Implications for further research are discussed.},
  added-at = {2009-01-29T18:55:53.000+0100},
  author = {Yeh, Shiou-Wen and Lo, Jia-Jiunn},
  biburl = {http://www.bibsonomy.org/bibtex/214bc41bc44fe0540c5602057e7407a8d/yish},
  interhash = {c140205157237dc9cffcd81fe4d23c63},
  intrahash = {14bc41bc44fe0540c5602057e7407a8d},
  journal = {Computers & Education},
  keywords = {2L Distance Human–computer assessment eassessment education elearning formative interface language secondlanguage telelearning wleformativeeassessment},
  timestamp = {2009-01-29T18:55:53.000+0100},
  title = {Using online annotations to support error correction and corrective feedback},
  url = {http://dx.doi.org/10.1016/j.compedu.2008.12.014},
  volume = {In Press},
  year = 2009
}

@misc{nicol08,
  added-at = {2008-12-04T02:03:16.000+0100},
  author = {Nicol, David},
  biburl = {http://www.bibsonomy.org/bibtex/26d94bcff87a9842d14c929d100c2ad8a/yish},
  howpublished = {Published by the Scottish Quality Assurance Agency (QAA) for Higher Education},
  interhash = {064b3983e5ee35ec6665656fd1aa86bc},
  intrahash = {6d94bcff87a9842d14c929d100c2ad8a},
  keywords = {assessment empowerment feedback formative review wleformativeeassessment},
  timestamp = {2008-12-04T02:03:16.000+0100},
  title = {Transforming assessment and feedback: enhancing integration and empowerment in the first year},
  url = {http://www.reap.ac.uk/public/Papers/Transforming%20assessment_DN.pdf},
  year = 2008
}

@article{NicolMacFarlane-Dick2006,
  abstract = {The research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning – i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback and that higher education should build on this
ability. The research underpinning each feedback principle is presented and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using
feedback, has profound implications for the way in which teachers organise assessments and support learning.},
  added-at = {2008-12-04T01:52:39.000+0100},
  author = {Nicol, David and MacFarlane-Dick, Debra},
  biburl = {http://www.bibsonomy.org/bibtex/2f38605320829fa580a63b939f771a15a/yish},
  interhash = {e04d382e95125f9590ebc6393c5cd2db},
  intrahash = {f38605320829fa580a63b939f771a15a},
  journal = {Studies in Higher Education},
  keywords = {WLEFormativeEAssessment assessment formative learning practice principles},
  number = 2,
  pages = {199-218},
  timestamp = {2008-12-04T01:52:39.000+0100},
  title = {Formative assessment and self-regulated learning: a model and seven principles of good feedback practice},
  url = {http://www.reap.ac.uk/public/Papers/DN_SHE_Final.pdf},
  volume = 31,
  year = 2006
}

@article{Black&Wiliam_2009,
  added-at = {2008-12-01T11:44:02.000+0100},
  author = {Black, Paul and Wiliam, Dylan},
  biburl = {http://www.bibsonomy.org/bibtex/2207ea774acca3d0164dc5d9295921513/yish},
  interhash = {be45dae299108143d033e18958b1acf1},
  intrahash = {207ea774acca3d0164dc5d9295921513},
  journal = {Assessment, evaluation and accountability},
  keywords = {WLEFormativeEAssessment assessment feasstpatterns formative theory wleformativeeassessment},
  number = 1,
  timestamp = {2008-12-01T11:44:02.000+0100},
  title = {Developing the theory of formative assessment},
  volume = 1,
  year = 2009
}

@article{Black&Wiliam_2009,
  abstract = {Whilst many definitions of formative assessment have been offered, there is no
clear rationale to define and delimit it within broader theories of pedagogy. This
paper aims to offer such a rationale, within a framework which can also unify the
diverse set of practices which have been described as formative. The analysis is
used to relate formative assessment both to other pedagogic initiatives, notably
cognitive acceleration and dynamic assessment, and to some of the existing
literature on models of self-regulated learning and on classroom discourse. This
framework should indicate potentially fruitful lines for further enquiry, whilst at
the same time opening up new ways of helping teachers to implement formative
practices more effectively.},
  added-at = {2008-12-01T11:43:04.000+0100},
  author = {Black, Paul and Wiliam, Dylan},
  biburl = {http://www.bibsonomy.org/bibtex/25910f4b7537ac371b878aa1df8388199/yish},
  interhash = {836389ddc08d66c027b47f119dbad370},
  intrahash = {5910f4b7537ac371b878aa1df8388199},
  journal = {Educational Assessment, Evaluation and Accountability},
  keywords = {WLEFormativeEAssessment formative learning mathgamespatterns theory},
  number = 1,
  timestamp = {2008-12-01T11:43:04.000+0100},
  title = {Notes towards a theory of formative assessment},
  volume = 1,
  year = 2009
}

@article{dimitrova2003soi,
  abstract = {There is a strong argument in Artificial Intelligence in Education which advocates that computer-based learning systems need to adapt to the needs of learners if they are to provide for effective personalised instruction (Self, 1999a). Diagnosing a learner's cognitive capacity is a crucial issue in building adaptive systems. We have explored an interactive open learner modelling (IOLM) approach which conceives diagnosis as an interactive process involving both a computer system and a learner that discuss and together construct the learner model. This paper outlines the architecture of an interactive open learner modelling system and illustrates the method in a terminological domain. We discuss an evaluative study of an IOLM demonstrator – a system called STyLE-OLM.
The results from the study demonstrate potential benefits of the method for improving the quality of the learner model and providing a means for fostering reflective thinking. We argue that IOLM is a fruitful approach which may be employed in intelligent learning environments both for obtaining a better model of a learner’s cognitive state and engaging learners in reflective activities.},
  added-at = {2008-09-16T18:50:24.000+0200},
  author = {Dimitrova, Vania},
  biburl = {http://www.bibsonomy.org/bibtex/2acf3ddd79e7e64bfccfdce019a6f416d/yish},
  interhash = {ce624cbed49a0c18fc23c15e709a2d7a},
  intrahash = {acf3ddd79e7e64bfccfdce019a6f416d},
  journal = {International Journal of Artificial Intelligence in Education},
  keywords = {AIED ITS eassessment education formative learner learning modelling openlearnermodeld wleformativeeassessment},
  number = 1,
  pages = {35-78},
  publisher = {IOS Press},
  timestamp = {2008-09-16T18:50:24.000+0200},
  title = {STyLE-OLM: Interactive Open Learner Modelling},
  url = {http://hal.inria.fr/docs/00/19/73/12/PDF/dimitrova03.pdf},
  volume = 13,
  year = 2003
}

@article{black1998aac,
  added-at = {2008-09-16T16:49:08.000+0200},
  author = {Black, P. and William, D.},
  biburl = {http://www.bibsonomy.org/bibtex/2768cf71072c441084cbdd572e3acd939/yish},
  interhash = {1df7114eac954140b413fac6ca76c065},
  intrahash = {768cf71072c441084cbdd572e3acd939},
  journal = {Learning Assessment in Education},
  keywords = {assesment formative wleformativeeassessment},
  pages = {7--74},
  timestamp = {2008-09-16T16:49:08.000+0200},
  title = {Assessment and classroom},
  volume = 5,
  year = 1998
}

@misc{phillips2000hlc,
  added-at = {2008-05-30T04:51:38.000+0200},
  author = {Phillips, Rob and Bain, John and McNaught, Carmel and Rice, Mary and Tripp, David},
  biburl = {http://www.bibsonomy.org/bibtex/22037562090b6bf6ef2e49e3dfcb5b3f1/yish},
  editor = {Phillips, Rob},
  howpublished = {http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook/handbook.html},
  interhash = {fe823f664717ec7a0917c82dcf9e9db4},
  intrahash = {2037562090b6bf6ef2e49e3dfcb5b3f1},
  keywords = {cscl education evaluation formative higher interviews learner-centered learning methodology methods mythesis summative wleformativeeassessment},
  note = {lastaccessed={21 June, 2007}},
  timestamp = {2008-05-30T04:51:38.000+0200},
  title = {Handbook for Learning-centred Evaluation of Computer-facilitated Learning Projects in Higher Education},
  url = {http://www.tlc.murdoch.edu.au/archive/cutsd99/handbook/handbook.html},
  year = 2000
}

@article{barendregt2003eeu,
  added-at = {2007-06-22T15:10:44.000+0200},
  author = {Barendregt, Wolmet and Bekker, Mathilde M. and Speerstra, Mathilde},
  biburl = {http://www.bibsonomy.org/bibtex/236b211057da958faeb62defb9cbfa7bc/yish},
  interhash = {5c4e6d709e4d41efe7041ef56dae31e2},
  intrahash = {36b211057da958faeb62defb9cbfa7bc},
  journal = {Proceedings of the IFIP 8th International Conference on Human-Computer Interaction INTERACT-03},
  keywords = {evaluation formative fun games hci learning methods mythesis observation usability wleformativeeassessment},
  pages = {705-708},
  timestamp = {2007-06-22T15:10:44.000+0200},
  title = {Empirical evaluation of usability and fun in computer games for children},
  url = {http://www.idemployee.id.tue.nl/g.w.m.rauterberg/conferences/INTERACT2003/INTERACT2003-p705.pdf},
  volume = 3,
  year = 2003
}

@article{harlen1997aal,
  abstract = {The central argument of this paper is that the formative and summative purposes of assessment have become confused in practice and that as a consequence assessment fails to have a truly formative role in learning. The importance of this role is argued particularly in relation to learning with understanding (deep learning). It is pointed out that the requirements of assessment for formative and summative purposes differ in several dimensions, including reliability, the reference base of judgements and the focus of the information used. This challenges the assumption that summative judgements can be formed by simple summation of formative ones. An alternative procedure for linking formative and summative assessment is proposed such that their separate functions are preserved.},
  added-at = {2007-06-22T14:20:54.000+0200},
  author = {Harlen, Wynne and James, Mary},
  biburl = {http://www.bibsonomy.org/bibtex/22484dd124285ecd397ccd0bf01362c97/yish},
  interhash = {ccc00121673e4367debaaeb215a846b4},
  intrahash = {2484dd124285ecd397ccd0bf01362c97},
  journal = {Assessment in Education},
  keywords = {assesment curriculum evaluation formative learning policy summative teaching},
  number = 3,
  pages = {365--379},
  timestamp = {2007-06-22T14:20:54.000+0200},
  title = {Assessment and learning: differences and relationships between formative and summative assessment},
  url = {http://www.informaworld.com/openurl?genre=article&issn=0969-594X&issue=3&spage=365&volume=4},
  volume = 4,
  year = 1997
}

@inproceedings{716297,
  added-at = {2007-06-21T23:26:23.000+0200},
  address = {New York, NY, USA},
  author = {Alexander, Shirley and Hedberg, John G.},
  biburl = {http://www.bibsonomy.org/bibtex/211148527297e01bc3c665dcf1aacc859/yish},
  booktitle = {Proceedings of the IFIP TC3/WG3.2 Working Conference on the Seign, Implementation and Evaluation of Interactive Multimedia in University Settings},
  interhash = {60b5246fa59802b37cb16b9e240462fc},
  intrahash = {11148527297e01bc3c665dcf1aacc859},
  isbn = {0-444-82077-9},
  keywords = {computers education evaluation formative learning multimedia summative},
  pages = {233--244},
  publisher = {Elsevier Science Inc.},
  timestamp = {2007-06-21T23:26:23.000+0200},
  title = {Evaluating technology-based learning: Which model?},
  year = 1994
}

@article{618665,
  abstract = {The ever-increasing power of computers and hardware rendering systems has, to date, primarily motivated the creation of visually rich and perceptually realistic virtual environment (VE) applications. Comparatively very little effort has been expended on the user interaction components of VEs. As a result, VE user interfaces are often poorly designed and are rarely evaluated with users. Although usability engineering is a newly emerging facet of VE development, user-centered design and evaluation in VEs as a practice still lags far behind what is needed. In this article we present a structured, iterative methodology for the user-centered design and evaluation of VE user interaction. Figure 1 illustrates our basic technique: we recommend performing (1) user task analysis, followed by (2) expert guidelines-based evaluation, followed by (3) formative user-centered evaluation, and finally by (4) summative comparative evaluation. In this article we first give some motivation and background for our methodology, and then we describe each of these techniques in some detail. We then discuss how we applied these techniques to a real-world battlefield visualization virtual environment, and finally discuss why this approach provides a cost-effective strategy for assessing and iteratively improving user interaction in VEs.},
  added-at = {2007-06-12T13:17:24.000+0200},
  address = {Los Alamitos, CA, USA},
  author = {Gabbard, Joseph L. and Hix, Deborah and Swan, J. Edward},
  biburl = {http://www.bibsonomy.org/bibtex/2f7ebd9789b7cdb6e037c18e8d1448669/yish},
  doi = {10.1109/38.799740},
  interhash = {5322029341d2d7dcaaa4e47a19bd37ae},
  intrahash = {f7ebd9789b7cdb6e037c18e8d1448669},
  issn = {0272-1716},
  journal = {IEEE Computer Graphics and Applications},
  keywords = {analysis centered design evaluation formative methodology methods user user-task},
  number = 6,
  pages = {51--59},
  publisher = {IEEE Computer Society Press},
  timestamp = {2007-06-12T13:17:24.000+0200},
  title = {User-Centered Design and Evaluation of Virtual Environments},
  url = {http://portal.acm.org/citation.cfm?id=616061.618665},
  volume = 19,
  year = 1999
}