Анализ сайта met.open.ac.uk
Основное Готовность: 70%
Домен
met.open.ac.uk
Состояние доменного имени
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Проверяем корректность доменного имени и наличие технических проблем на уровне домена.
Используйте для продвижения только домен второго уровня.
Отличный запоминающийся домен.
Ответ сервера
200 Успешный ответ
HTTP-код ответа и цепочка редиректов
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Код 200 — страница доступна. Коды 3xx — редиректы (цепочки замедляют загрузку и размывают ссылочный вес). Коды 4xx/5xx — ошибки, поисковик не сможет проиндексировать страницу.
Сервер настроен корректно.
Цепочка редиректов:
http://met.open.ac.uk
301 MovedPermanently
https://research-archive.stem.open.ac.uk/met-group/
200 OK
Безопасность
Сайт безопасен
Использование HTTPS и SSL-сертификат
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HTTPS — обязательный стандарт. Google и Яндекс отдают предпочтение защищённым сайтам. Отсутствие SSL или просроченный сертификат ведут к предупреждениям в браузере и снижению позиций.
На сайте работает защищенный протокол ssl и сайт открывается по https.
Ssl-сертификат действителен до 04.10.2026 22:45:22.
Включён HSTS (Strict-Transport-Security) — защита от подмены на http.
HTTP автоматически перенаправляется на HTTPS.
Поздравляем! Сайт не содержится в реестре РКН.
Кодировка
UTF-8
Кодировка символов страницы
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Стандарт — UTF-8. Неправильная кодировка вызывает нечитаемые символы и мешает поисковику корректно распознать текст страницы.
Указана кодировка на странице UTF-8.
Язык
en-GB
Атрибут lang в HTML-теге
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Атрибут lang (<html lang="ru">) сообщает поисковикам и браузерам, на каком языке написана страница. Помогает при ранжировании в региональном поиске.
Язык документа указан явно: en-GB.
Скорость загрузки
~1,08сек
Время отклика сервера (TTFB)
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Time To First Byte — время до получения первого байта от сервера. Норма до 200 мс. Медленный отклик ухудшает пользовательский опыт и ранжирование: Яндекс и Google учитывают скорость страниц.
Скорость загрузки сайта 1,08сек превышает 1 секунду. Желательно улучшить работу сайта!
Объем документа
110Кб
Размер HTML-кода страницы
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Слишком большой HTML замедляет парсинг браузером и сканирование поисковым роботом. Рекомендуется не более 200 Кб.
Объем html-документа 110Кб оптимален.
Структура html-документа корректна.
Ресурсы
Ресурсы: 17
Внешние ресурсы страницы (CSS, JS, изображения)
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Количество и тип подключённых ресурсов влияют на скорость загрузки. Большое число запросов увеличивает время рендеринга страницы.
Кол-во файлов ресурсов 17 много для одной страницы. Приемлемо до 10. Проведите оптимизацию файлов ресурсов!
Показать полный список ресурсов
| Тип | Название | Значение |
|---|---|---|
| stylesheet | //cdnjs.cloudflare.com/ajax/libs/bootstrap/5.3.2/css/bootstrap.min.css | |
| stylesheet | https://cdnjs.cloudflare.com/ajax/libs/font-awesome/6.5.1/css/all.min.css | |
| stylesheet | https://fonts.googleapis.com/css2?family=Karla:ital,wght@0,400;0,700;1,400;1,700&family=Major+Mono+Display&display=swap | |
| stylesheet | https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/style.css?ver=7.1 | |
| stylesheet | https://oro.open.ac.uk/feed2js/style/oro.css | |
| stylesheet | https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/css/style.css | |
| stylesheet | text/css | /ouheaders/gui/headerfooter.css?2.0.0.795 |
| stylesheet | /ouheaders/gui/headerfooter-print.css?2.0.0.795 | |
| stylesheet | text/css | /ouheaders/gui/cassiecookiewidget.css?2.0.0.795 |
| js | https://research-archive.stem.open.ac.uk/met-group/wp-includes/js/jquery/jquery.min.js?ver=3.7.1 | |
| js | https://research-archive.stem.open.ac.uk/met-group/wp-includes/js/jquery/jquery-migrate.min.js?ver=3.4.1 | |
| js | https://de.cdn-v3.conductrics.com/ac-LXFBNkXiNm/v3/agent-api/js/f-dWyHnIAdDA/dt-EzQ29xSsSbrFdEypQszyo9LrPicxDP?apikey=api-Yj4rznDbbdMSfZflSxhm7BLtxY | |
| js | https://analytics.silktide.com/6df84daffb8465655442c815000dfa70.js | |
| js | /ouheaders/js/headerfooter.min.js?2.0.0.795 | |
| js | //code.jquery.com/jquery-3.4.1.min.js | |
| js | https://cdnjs.cloudflare.com/ajax/libs/bootstrap/5.3.2/js/bootstrap.bundle.min.js | |
| js | https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/js/site.custom.js |
Серверные заголовки
Кол-во: 7
HTTP-заголовки ответа сервера
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Заголовки сервера передают браузеру и поисковику служебную информацию: кеширование, безопасность (CSP, HSTS), сжатие (gzip). Правильная настройка ускоряет загрузку и повышает защищённость.
Найдены серверные заголовки 7шт. Подробнее про серверные заголовки.
Показать полный список серверных заголовков
| Ключ | Значение |
|---|---|
| Date | Sat, 22 Aug 2026 16:25:44 GMT |
| Server | Apache |
| Link | <https://research-archive.stem.open.ac.uk/met-group/wp-json/>; rel="https://api.w.org/", <https://research-archive.stem.open.ac.uk/met-group/wp-json/wp/v2/pages/4>; rel="alternate"; title="JSON"; type="application/json", <https://research-archive.stem.open.ac.uk/met-group/>; rel=shortlink |
| X-Frame-Options | SAMEORIGIN |
| Referrer-Policy | same-origin |
| X-Content-Type-Options | nosniff |
| Strict-Transport-Security | max-age=864000; |
CMS
WordPress
Система управления сайтом (движок)
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CMS — это движок, на котором работает сайт (WordPress, 1C-Bitrix, Tilda и др.). Знание CMS помогает понять возможности SEO-оптимизации и подобрать подходящие инструменты. «Не определена» — вероятно, самописный сайт или нестандартная сборка.
Сайт работает на CMS WordPress.
Веб-сервер
Apache
Программное обеспечение сервера
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Веб-сервер — это ПО, которое отдаёт страницы посетителям (nginx, Apache, IIS, LiteSpeed и др.). Определяется по серверным заголовкам ответа (Server, X-Powered-By и т.п.). «Не определён» — сервер намеренно скрывает эти заголовки, это нормальная практика безопасности.
Сайт работает на веб-сервере Apache.
Мета-теги Готовность: 45%
Title
MET Group, The Open University
Заголовок страницы в браузере и поисковой выдаче
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Title — главный SEO-заголовок страницы. Влияет на CTR в поиске и ранжирование. Оптимальная длина: 50–70 символов. Ключевые слова — ближе к началу.
Необходимо увеличить число символов в title (текущее значение: 30, оптимально: от 40 до 45)
Дублей словоформ в title не найдено.
Description
summaries and insights into a wide array of projects spanning the fields of Science, Technology, Engineering, and Mathematics. Each project summary is crafted to provide an overview of objectives, methodologies, outcomes, and contributions to the field, offering a valuable resource for current students, educators, researchers, and anyone with a passion for STEM.
Описание страницы в поисковой выдаче (сниппет)
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Meta Description — текст под заголовком в выдаче. Напрямую на позиции не влияет, но влияет на CTR. Оптимальная длина: 120–160 символов.
Необходимо уменьшить число символов в description (текущее значение: 364, оптимально: от 120 до 130)
Keywords
science, technology, engineering, mathematics, innovation, research, development, archived, contribution to education and research, excellence, summaries, impactful work, showcase
Список ключевых слов страницы (устаревший тег)
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Meta Keywords не учитывается Яндексом и Google для ранжирования с 2009–2012 годов. Заполнение не обязательно, но не вредит. Конкурент может использовать содержимое для анализа.
Keywords установлены.
Канонический Url
https://research-archive.stem.open.ac.uk/met-group
Указывает поисковику основную версию страницы
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Canonical (rel=canonical) предотвращает проблему дублей страниц. Должен точно совпадать с URL проверяемой страницы. Неправильный canonical может передать ссылочный вес на другую страницу.
Канонический Url прописан корректно.
Robots
Есть ошибки
Директивы для поисковых роботов на уровне страницы
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Meta Robots управляет индексацией конкретной страницы: index/noindex — индексировать ли, follow/nofollow — следовать ли по ссылкам. Noindex полностью исключает страницу из поиска.
Meta-тег robots указан, но в нем содержится неизвестное значение...
Адаптивность
width=device-width, initial-scale=1
Настройка масштабирования на мобильных устройствах
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Тег viewport (<meta name="viewport">) сообщает браузеру, как масштабировать страницу на мобильных. Стандарт: width=device-width, initial-scale=1. Отсутствие — признак отсутствия мобильной версии.
Meta-тег viewport со значением-константой width=device-width задаёт ширину страницы в соответствии с размером экрана.
Meta-тег viewport со значением initial-scale=1.0 определяет масштаб 1:1, т.е. «не масштабировать».
Разметка OpenGraph
Кол-во: 8
Мета-теги для красивых превью в соцсетях
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OpenGraph (og:title, og:description, og:image) управляет тем, как страница выглядит при репосте в социальных сетях и мессенджерах. Отсутствие OG-тегов — невзрачный превью при шеринге.
Разметка OpenGraph задана. Страница оптимизирована под социальные сети.
Показать полный список og мета-тегов
| Тип | Значение |
|---|---|
| og:type | website |
| og:url | https://research-archive.stem.open.ac.uk/met-group |
| og:title | MET Group at The Open University |
| og:description | Empower beginners to engage deeply with musical activities. Provide new tools and capabilities for expert musicians and theorists. Cast new light on how music and music perception work. |
| og:image | https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/oustem-social.png |
| og:image | https://www.open.ac.uk/ouheaders/gui/Open_University_OG_Image.png |
| og:image:alt | The Open University |
| og:title | The Open University |
Все мета-теги
Кол-во: 22
Полный список мета-тегов страницы
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Таблица всех meta-тегов, включая нестандартные. Позволяет найти опечатки, дубли и лишние теги.
Найдены мета-теги 22шт. Мета-теги не видимы для человека и предназначены для обмена информацией между веб-страницей и поисковыми системами, браузерами и другими веб-службами. С ними роботы 🤖 и устройства ведут себя более ожидаемо.
Показать полный список мета-тегов
| Тип | Название | Значение |
|---|---|---|
| name | viewport | width=device-width, initial-scale=1 |
| name | title | STEM Research Archive, The Open University |
| name | description | summaries and insights into a wide array of projects spanning the fields of Science, Technology, Engineering, and Mathematics. Each project summary is crafted to provide an overview of objectives, methodologies, outcomes, and contributions to the field, offering a valuable resource for current students, educators, researchers, and anyone with a passion for STEM. |
| name | Keywords | science, technology, engineering, mathematics, innovation, research, development, archived, contribution to education and research, excellence, summaries, impactful work, showcase |
| name | author | The Open University |
| name | robots | max-image-preview:large |
| name | generator | WordPress 7.1 |
| name | msapplication-TileImage | https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/cropped-OU-favicon-270x270.png |
| property | og:type | website |
| property | og:url | https://research-archive.stem.open.ac.uk/met-group |
| property | og:title | MET Group at The Open University |
| property | og:description | Empower beginners to engage deeply with musical activities. Provide new tools and capabilities for expert musicians and theorists. Cast new light on how music and music perception work. |
| property | og:image | https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/oustem-social.png |
| property | twitter:card | summary_large_image |
| property | twitter:url | https://research-archive.stem.open.ac.uk/met-group |
| property | twitter:title | MET Group at The Open University |
| property | twitter:description | Empower beginners to engage deeply with musical activities. Provide new tools and capabilities for expert musicians and theorists. Cast new light on how music and music perception work. |
| property | twitter:image | https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/oustem-social.png |
| property | og:image | https://www.open.ac.uk/ouheaders/gui/Open_University_OG_Image.png |
| property | og:image:alt | The Open University |
| property | twitter:image | https://www.open.ac.uk/ouheaders/gui/Open_University_OG_Image.png |
| property | og:title | The Open University |
Оптимизация Готовность: 92%
Структура
Ошибок нет
Семантические HTML-элементы страницы
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Проверяет наличие основных структурных элементов: nav, header, footer, main. Корректная семантическая структура помогает поисковику понять архитектуру страницы.
Структура документа корректна (теги <html> и <body> присутствуют в единственном экземпляре).
Контент
Ошибок нет
Объём и качество текстового содержимого
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Анализирует объём полезного текста на странице. Слишком мало — страница может считаться малополезной. Слишком много — ухудшается читаемость и восприятие.
Слова из title 4 встречаются в тексте достаточно.
Абзацев с текстом 64 достаточно.
Среднее число слов в абзаце 25 достаточно.
Кол-во знаков контента 14064 на странице оптимально.
Кол-во слов 2079 на странице оптимально.
Заголовки
Ошибок нет
Иерархия заголовков H1–H6
?
H1 должен быть один и содержать ключевой запрос. H2–H6 описывают подразделы. Пропуск уровней (H1 → H3) и несколько H1 — типичные ошибки, снижающие понятность страницы для поисковика.
На странице присутствуют заголовки <h1> 2. Это прекрасно.
На странице присутствуют заголовки <h2> 6. Это хорошо.
На странице присутствуют заголовки <h3> 14.
Тошнота
3,32
Насколько одно слово доминирует в тексте
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Классическая тошнота = √(частота самого повторяющегося слова). Норма до 7–8: текст воспринимается естественно. Выше — поисковик может счесть страницу переспамленной.
Тошнота страницы в пределах нормы 3,32.
Академич. тошнота
26,74%
Насколько текст перенасыщен ключевыми словами
?
Академическая тошнота = (частота слова / общее количество слов) × 100%. Показывает долю конкретного слова в тексте. Норма 5–15%.
Академическая тошнота превышает норму 5-15%. Измените текст страницы!
Семантическое ядро
20
Наиболее часто встречающиеся слова на странице
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Топ слов по частоте использования. Показывает, какие слова доминируют в тексте с точки зрения поисковика.
Контент страницы содержит осмысленный текст и слова.
Показать список слов
| Слово | Кол-во | Частота |
|---|---|---|
| images | 11 | 0,53% |
| masters | 11 | 0,53% |
| multimedia | 10 | 0,48% |
| projects | 10 | 0,48% |
| project | 10 | 0,48% |
| movies | 9 | 0,43% |
| accessibility | 8 | 0,38% |
| research | 8 | 0,38% |
| contact | 7 | 0,34% |
| studies | 7 | 0,34% |
| policy | 7 | 0,34% |
| disabled | 6 | 0,29% |
| interactive | 6 | 0,29% |
| created | 6 | 0,29% |
| support | 6 | 0,29% |
| developed | 6 | 0,29% |
| director | 6 | 0,29% |
| camera | 6 | 0,29% |
| mounted | 6 | 0,29% |
| cookie | 6 | 0,29% |
Индексация Готовность: 30%
Индексирование
Ошибок нет
Разрешено ли индексирование страницы
?
Проверяет, не закрыта ли страница от индексации через robots.txt, meta robots или X-Robots-Tag. Страница, закрытая от индексации, не появится в поисковой выдаче.
Анкоров на странице 145 оптимально. Поисковые роботы обязательно проиндексируют сайт.
Robots.txt
Найден корректный robots.txt
Файл управления сканированием сайта роботами
?
Robots.txt указывает поисковым роботам, какие страницы сканировать, а какие — нет. Ошибки в файле могут случайно закрыть важные разделы от индексации.
Robots.txt настроен корректно. Размер файла: 113295 байт. Загружен за: 1сек.
Проверяемая страница не запрещена в robots.txt.
Robots.txt доступен по постоянному адресу
Цепочка редиректов для файла robots.txt:
http://met.open.ac.uk/robots.txt
301 MovedPermanently
https://research-archive.stem.open.ac.uk/met-group/
200 OK
Показать содержимое robots.txt
<!DOCTYPE html>
<html lang="en" lang="en-GB" itemscope itemtype="https://schema.org/WebPage">
<head>
<meta charset="UTF-8" />
<meta http-equiv="X-UA-Compatible" content="IE=edge" />
<meta name="viewport" content="width=device-width, initial-scale=1" />
<meta name="title" content="STEM Research Archive, The Open University" />
<meta name="description" content="summaries and insights into a wide array of projects spanning the fields of Science, Technology, Engineering, and Mathematics. Each project summary is crafted to provide an overview of objectives, methodologies, outcomes, and contributions to the field, offering a valuable resource for current students, educators, researchers, and anyone with a passion for STEM." />
<meta name="Keywords" content="science, technology, engineering, mathematics, innovation, research, development, archived, contribution to education and research, excellence, summaries, impactful work, showcase">
<!-- Open Graph / Facebook -->
<meta property="og:type" content="website" />
<meta property="og:url" content="https://research-archive.stem.open.ac.uk/met-group" />
<meta property="og:title" content="MET Group at The Open University" />
<meta property="og:description" content="Empower beginners to engage deeply with musical activities. Provide new tools and capabilities for expert musicians and theorists. Cast new light on how music and music perception work." />
<meta property="og:image" content="https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/oustem-social.png" />
<!-- Twitter -->
<meta property="twitter:card" content="summary_large_image" />
<meta property="twitter:url" content="https://research-archive.stem.open.ac.uk/met-group" />
<meta property="twitter:title" content="MET Group at The Open University" />
<meta property="twitter:description" content="Empower beginners to engage deeply with musical activities. Provide new tools and capabilities for expert musicians and theorists. Cast new light on how music and music perception work." />
<meta property="twitter:image" content="https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/oustem-social.png" />
<meta name="author" content="The Open University">
<link rel="shortcut icon" href="https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/favicon.png" type="image/png">
<link rel="icon" href="https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/favicon.png">
<link rel="apple-touch-icon-precomposed" href="https://research-archive.stem.open.ac.uk/stemra-data/themes/oustem/assets/images/oustem-social.png">
<title>MET Group, The Open University</title>
<link rel="canonical" href="https://research-archive.stem.open.ac.uk/met-group">
<!-- Bootstrap core CSS -->
<link rel="stylesheet" href="//cdnjs.cloudflare.com/ajax/libs/bootstrap/5.3.2/css/bootstrap.min.css" integrity="sha512-b2QcS5SsA8tZodcDtGRELiGv5SaKSk1vDHDaQRda0htPYWZ6046lr3kJ5bAAQdpV2mmA/4v0wQF9MyU6/pDIAg==" crossorigin="anonymous" referrerpolicy="no-referrer" />
<!-- Fontawesome -->
<link rel="stylesheet" href="https://cdnjs.cloudflare.com/ajax/libs/font-awesome/6.5.1/css/all.min.css" integrity="sha512-DTOQO9RWCH3ppGqcWaEA1BIZOC6xxalwEsw9c2QQeAIftl+Vegovlnee1c9QX4TctnWMn13TZye+giMm8e2LwA==" crossorigin="anonymous" referrerpolicy="no-referrer" />
<!-- Google fonts -->
<link rel="preconnect" href="https://fonts.googleapis.com">
<link rel="preconnect" href="https://fonts.gstatic.com" crossorigin>
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<h1 class="section-title">About</h1>
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<div class="wp-block-image">
<figure class="alignright size-full"><img decoding="async" width="350" height="75" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/METshad.gif" alt="MET Group logo colour" class="wp-image-13"/></figure>
</div>
<p class="wp-block-paragraph">Meeting individual learning needs was and still is a significant challenge in education. Various developments, including the use of information technology, aimed to address this issue. Additional barriers were faced by learners with special educational needs resulting from physical, sensory, or learning disabilities.</p>
<p class="wp-block-paragraph">This work was carried out by the METg, which was disbanded and succeeded by the Centre for New Media (CNM). The disability-related research was undertaken by the Accessibility in Education Media research group within the Institute of Educational Technology (IET).</p>
<h3 class="wp-block-heading">Research areas included:</h3>
<ul class="wp-block-list">
<li>Home multiplayer environments for distance education</li>
<li>Virtual instrumentation in the laboratory</li>
<li>Alternative media for learning for print-disabled students</li>
<li>A virtual library for disabled learners</li>
<li>Multimedia information and advisory systems</li>
<li>Visualisation of simulations</li>
<li>Interactive access to video</li>
</ul>
<h2 class="wp-block-heading">Projects</h2>
<h3 class="wp-block-heading">ImagineIT</h3>
<div class="wp-block-image">
<figure class="alignright size-full"><img decoding="async" width="400" height="78" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/iitlogo.gif" alt="ImagineIT logo colour" class="wp-image-14"/></figure>
</div>
<p class="wp-block-paragraph">ImagineIT was an environment created to support children in telling stories—from imaginative tales to accounts of school projects and events. While multimedia was often seen as something to purchase and consume, ImagineIT promoted an alternative view: multimedia as a creative, expressive medium through which children could develop and share their own ideas.</p>
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<figure class="alignright size-full"><img fetchpriority="high" decoding="async" width="232" height="298" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/iit1.gif" alt="The story cycle within ImagineIT diagram" class="wp-image-15"/></figure>
</div></div>
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<p class="has-text-align-left wp-block-paragraph"><strong>The storytelling process within ImagineIT</strong></p>
<ol class="wp-block-list">
<li>Planning the plot and selecting appropriate images</li>
<li>Developing dynamic elements such as animations and movies</li>
<li>Assembling all components</li>
<li>Adding voice and text for effective communication</li>
<li>Incorporating interactive controls</li>
</ol>
</div>
</div>
<h3 class="wp-block-heading">Advisor for Electric Wheelchairs</h3>
<p class="wp-block-paragraph">A feasibility study was carried out in 1990 to explore the integration of images into a 16,000-record text database of devices and equipment for people with disabilities. This led to the production of a demonstration CD-ROM. In 1992, a follow-up study began to develop a complementary multimedia database that used animation, video, and sound to demonstrate how various devices worked and to offer guidance on selecting suitable equipment.</p>
<p class="wp-block-paragraph">The project was developed on Macintosh and prepared for both Macintosh and PC platforms. A prototype, titled <em>Advisor on Electric Wheelchairs</em>, was created to provide users with detailed information and advice on electric wheelchairs. The CD-ROM featured full-screen interactive interfaces, allowing users to enlarge images for a closer view.</p>
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<figure class="wp-block-image size-full"><img loading="lazy" decoding="async" width="330" height="250" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/advisor1.gif" alt="CD-ROM interface 'Outdoor Chairs' colour" class="wp-image-19"/></figure>
</div>
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<figure class="wp-block-image size-full"><img loading="lazy" decoding="async" width="330" height="250" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/advisor2.gif" alt="CD-ROM interface 'Wheelchair Examples' colour" class="wp-image-21"/></figure>
</div>
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<figure class="wp-block-image size-full"><img loading="lazy" decoding="async" width="165" height="125" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/advisor3.gif" alt="Wheelchair image on CD-ROM interface colour" class="wp-image-20"/></figure>
</div>
</div>
<p class="wp-block-paragraph">The project team included <strong>T. Vincent</strong>,<strong> P. Whalley</strong>,<strong> B. Hawkridge</strong>,<strong> C. Valentine</strong>, and <strong>A. Barker</strong>, and was funded by the Department of Health in 1990 and again from 1992 to 1993.</p>
<h3 class="wp-block-heading">Making Technology Work for Disabled People</h3>
<p class="wp-block-paragraph">The Viscount Nuffield Auxiliary Fund (VNAF), established in 1961, aimed to support people who were blind, profoundly deaf, or living with physical, mental, or other disabilities. By the 1990s, the Fund focused on financing projects that investigated, adapted, or demonstrated innovative uses of equipment to support disabled individuals—especially in response to concerns that such equipment was often underused or misused despite its potential to meet individual needs.</p>
<p class="wp-block-paragraph">In 1993, the VNAF committee proposed an evaluation of the projects funded between 1990 and 1994. Over thirty diverse projects received funding during this period. For instance, in 1991, support was given to establish workshops in East Africa—run largely by disabled people—to build hand-cranked tricycles suitable for the terrain. Another project in Anglesey, Wales, developed the <em>Sandcruiser</em>, a mobility device enabling wheelchair users to access beaches and hilly terrain.</p>
<div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="250" height="181" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/bike2.gif" alt="East African male on tricycle colour photo" class="wp-image-23"/></figure>
</div>
<p class="wp-block-paragraph">Other mobility-related projects included the creation of a guided vehicle that allowed individuals—such as visually impaired and multiply handicapped children—to experience independent movement in schools across England.</p>
<p class="wp-block-paragraph">The Fund also supported training and educational initiatives, such as:</p>
<ul class="wp-block-list">
<li><em>My Turn to Speak</em>, an augmentative communication package</li>
<li>Open learning and self-teaching resources for visually impaired individuals and their educators</li>
<li>Tactile overlays for Nomad Audio Tactile devices</li>
<li><em>Soundgraphs</em>, enabling access to graphs for visually impaired students</li>
<li><em>The Meldreth Suite: Writing with Symbols</em></li>
<li>Curriculum materials to support the CALL Centre’s Smart Wheelchair</li>
</ul>
<div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="324" height="226" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/symbol3.gif" alt="The Meldreth Suite: Writing with symbols image" class="wp-image-24"/></figure>
</div>
<p class="wp-block-paragraph">Additionally, the Fund backed unique projects like <em>RAMP</em>, a travel assistance service for disabled road users, offering accessible route maps and information on services such as attended petrol stations and accessible accommodations.</p>
<p class="wp-block-paragraph">In 1994, a year-long evaluation project began. A general questionnaire was distributed to all funded projects, collecting data on funding use, staffing, challenges, successes, and dissemination. More than half of the projects were selected for in-depth study, involving site visits where the researcher met project teams and beneficiaries. A report was prepared for the Trustees of the Nuffield Foundation based on these findings.</p>
<h3 class="wp-block-heading">Quicktime Virtual Reality (QTVR) in educational media</h3>
<p class="wp-block-paragraph"><em>These movie prototypes were developed as part of multimedia teaching materials, combining Director programming with QuickTime technologies.</em></p>
<p class="wp-block-paragraph"><strong>Early QTVR photography around the Open University campus.</strong></p>
<div class="wp-block-image">
<figure class="alignleft size-full"><img loading="lazy" decoding="async" width="200" height="136" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/met_vr_thm.jpg" alt="Screenshot of QTVR of OU campus colour" class="wp-image-31"/></figure>
</div>
<p class="wp-block-paragraph">In order to display the movies correctly the users would need to download the Apple QuicktimeVR player or plugin for their browser.</p>
<p class="wp-block-paragraph">The initial set of movies was created using a Canon EOS 5 with a 28–80mm zoom lens set to 28mm. The camera was mounted in portrait orientation on a Slik video tripod, modified with a second pan/tilt head and angle iron to align the lens over the axis of rotation. Each node consisted of 12 images captured on 36-exposure Kodak 100 ASA film, which were then transferred to a Macintosh via Kodak Photo CD.</p>
<p class="wp-block-paragraph">Subsequent movies were produced using an Apple QuickTake 150 digital camera fitted with a Kaidan WideTake lens and mounted on a Kaidan QuickPan bracket. Sixteen high-resolution frames were taken per node—the camera’s maximum capacity—and colour-corrected in Adobe Photoshop before being diced. These files were approximately 160k in size.</p>
<p class="wp-block-paragraph">Additional partial-node movies were taken from the top of the Geoffrey Crowther Building on a bright, sunny day. The same hardware was used, but file sizes were larger (around 320k) due to the stitched images not being reduced in size.</p>
<hr class="wp-block-separator has-alpha-channel-opacity"/>
<p class="wp-block-paragraph"><strong>The Virtual Church</strong></p>
<div class="wp-block-image">
<figure class="alignleft size-full"><img loading="lazy" decoding="async" width="320" height="240" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/Virtual-church-interface.jpeg" alt="Virtual church interface colour" class="wp-image-32" srcset="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/Virtual-church-interface.jpeg 320w, https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/Virtual-church-interface-300x225.jpeg 300w" sizes="auto, (max-width: 320px) 100vw, 320px" /></figure>
</div>
<p class="wp-block-paragraph">This was our first multi-node project and the first to use Director QTVR technology. The photographs were taken using a Canon EOS 5 with a 28–80mm zoom lens set to 28mm. A Slik video tripod was used, with an additional pan/tilt head mounted on top. The camera was positioned in portrait orientation using two pieces of angle iron, which also helped to align the centre of the lens over the axis of rotation.</p>
<p class="wp-block-paragraph">Twelve images were captured per node on 36-exposure Kodak 100 ASA film, and the images were transferred to a Macintosh via Kodak Photo CD.</p>
<p class="wp-block-paragraph">Images from this project were later used for the Vice Chancellor’s 1996 Open University Christmas card.</p>
<hr class="wp-block-separator has-alpha-channel-opacity"/>
<p class="wp-block-paragraph"><strong>Prototype material for The Dynamic Earth Exhibition, Edinburgh</strong></p>
<p class="wp-block-paragraph">Focusing on the contributions of James Hutton (1726–1797), widely regarded as the father of modern geology. His <em>Theory of the Earth</em> (1788) was supported by field evidence, particularly from rock formations in Holyrood Park. The most significant of these, known as Hutton’s Section at the south end of Salisbury Crags, became a key site for geological study and international interest.</p>
<p class="wp-block-paragraph">A visual mock-up of the planned exhibition centre—set to be built on the site of an old gasworks—was overlaid onto a photograph of the site, with Salisbury Crags visible in the background. QTVR (QuickTime VR) panorama movies were created, allowing users to explore Edinburgh, identify familiar landmarks, and investigate major geological features, including a panoramic view from the roof of Edinburgh Castle.</p>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth1_thm.jpeg" alt="Mockup of new exhibition centre colour" class="wp-image-33"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="500" height="103" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth6.jpeg" alt="Still of panoramic view from Edinburgh castle colour" class="wp-image-38" srcset="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth6.jpeg 500w, https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth6-300x62.jpeg 300w" sizes="auto, (max-width: 500px) 100vw, 500px" /></figure>
</div></div>
</div>
<p class="wp-block-paragraph">Interactive features included textual overlays combined with geological and topographical maps, enabling users to adjust the balance between text and visuals. Additional still images and overlays explained specific geological phenomena, such as mud cracks.</p>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth2_thm.jpeg" alt="Geological map image colour" class="wp-image-37"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth3_thm.jpeg" alt="Text overlay example on landscape colour" class="wp-image-36"/></figure>
</div></div>
</div>
<p class="wp-block-paragraph">Stills were taken using a Nikon F801 with a short zoom lens. Other QTVR movies featured geological sites such as Hutton’s Section, allowing users to zoom and pan for detail. These were captured with both a Nikon F801/Sigma 14mm lens and a Canon Powershot 600, each mounted on a Kaidan 35mm bracket.</p>
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<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth4_thm.jpeg" alt="Photograph of rock with mud cracks colour" class="wp-image-35"/></figure>
</div></div>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="500" height="110" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth5.jpeg" alt="Still or QTVR movie examining geological features on 'Hutton's Section' colour" class="wp-image-34" srcset="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth5.jpeg 500w, https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_earth5-300x66.jpeg 300w" sizes="auto, (max-width: 500px) 100vw, 500px" /></figure>
</div></div>
</div>
</div>
</div>
<hr class="wp-block-separator has-alpha-channel-opacity"/>
<p class="wp-block-paragraph"><strong>Minerals and Crystals</strong></p>
<p class="wp-block-paragraph">This was a collaborative CD-ROM project developed by Earth Sciences, KMi, and the National Museums and Galleries of Wales. The CD-ROM was authored in Director by David Palmer.</p>
<p class="wp-block-paragraph">The gallery featured a range of mineral specimens, which were provided by John Holbrook and Richard Bevins from the Museum. For each mineral, users could view either a simple object movie of a real rock sample—photographed by Andy Tindle using a small Sony video camera and edited in Adobe Premiere—or an object movie generated from the <em>Crystal Maker</em> computer modelling package.</p>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_minerals1_thm.jpeg" alt="Minerals and Crystals CD-ROM cover page colour" class="wp-image-45"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_minerals2_thm.jpeg" alt="Gallery of crystals featured on the CD-ROM colour" class="wp-image-48"/></figure>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_minerals3_thm.jpeg" alt="Mineral overview and movie example colour" class="wp-image-47"/></figure>
</div></div>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_minerals4_thm.jpeg" alt="Object movie example created by a computer modelling package - 'Crystal Maker' colour" class="wp-image-46"/></figure>
</div></div>
</div>
<hr class="wp-block-separator has-alpha-channel-opacity"/>
<p class="wp-block-paragraph"><strong>Built Environment Studies</strong></p>
<p class="wp-block-paragraph">This project developed prototype multimedia materials for the course module <em>Conservation: Researching a Building History</em>, part of a proposed MA in Built Environment Studies.</p>
<p class="wp-block-paragraph">The materials included a series of floor plans illustrating the different stages of reconstruction at Pell Wall Hall, along with a large collection of still photographs capturing important architectural details.</p>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane1_thm.jpeg" alt="Set of floor plans of Pell Wall Hall colour" class="wp-image-52"/></figure>
</div></div>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane2_thm.jpeg" alt="arge collection of still photographs of important details colour" class="wp-image-56"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane3_thm.jpeg" alt="Multi-node movie of the Sir John Soane Museum in London colour" class="wp-image-55"/></figure>
</div></div>
</div>
<p class="wp-block-paragraph">A multi-node movie of the Sir John Soane Museum in London was also created, using images taken with an Apple QuickTake 150 digital camera mounted on a Kaidan bracket. In addition, single-node movies of Pell Wall Hall were produced. These allowed users to navigate between nodes using an architectural drawing interface, with columns indicating node positions and capitals marking the active view.</p>
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<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane4_thm.jpeg" alt="Collection of single node movies of Pelwall House colour" class="wp-image-54"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow" style="flex-basis:66.66%"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="500" height="162" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane5.jpeg" alt="Example node, taken in the centre of the building colour" class="wp-image-53" srcset="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane5.jpeg 500w, https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/vr_soane5-300x97.jpeg 300w" sizes="auto, (max-width: 500px) 100vw, 500px" /></figure>
</div></div>
</div>
<p class="wp-block-paragraph">One example node, captured from the centre of the building, featured notable Victorian-era additions such as columns and a staircase. These were documented with the intention of producing updated movies as the site underwent restoration.</p>
<hr class="wp-block-separator has-alpha-channel-opacity"/>
<p class="wp-block-paragraph"><strong>Tactile Multimedia</strong></p>
<p class="wp-block-paragraph">The project aimed to move beyond passive interactive multimedia by creating demonstrations that engaged learners’ imaginations through tactile effects, rather than relying on expensive hardware. These materials were designed for both web and CD-ROM delivery, making them accessible to remote and disabled students.</p>
<div class="wp-block-columns is-layout-flex wp-container-core-columns-is-layout-8f761849 wp-block-columns-is-layout-flex">
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/title_thm.jpeg" alt="Tactile Multimedia front page colour" class="wp-image-59"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/damper_thm.jpeg" alt="Simulation of how a car's shock absorber uses oil to damp the return of a spring colour" class="wp-image-64"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/bernoulli_thm.jpeg" alt="The Bernoulli effect demonstrated using a bicycle pump colour" class="wp-image-63"/></figure>
</div></div>
</div>
<p class="wp-block-paragraph">Several simulations were developed using Macromedia Director, including a demonstration of how a car’s shock absorber uses oil to damp the return of a spring, the Bernoulli effect illustrated with a bicycle pump, and a stored energy simulation showing the effect of adding weight to a flywheel.</p>
<div class="wp-block-columns is-layout-flex wp-container-core-columns-is-layout-8f761849 wp-block-columns-is-layout-flex">
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/bobbin_thm.jpeg" alt="Demonstration of the effect of adding weight to a flywheel colour" class="wp-image-62"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="150" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/buggy_thm.jpeg" alt="Mathematical modelling of the suspension damper on a model car colour" class="wp-image-61"/></figure>
</div></div>
<div class="wp-block-column is-layout-flow wp-block-column-is-layout-flow"><div class="wp-block-image">
<figure class="aligncenter size-full"><img loading="lazy" decoding="async" width="200" height="103" src="https://research-archive.stem.open.ac.uk/stemra-data/uploads/sites/140/2025/04/car_thm.jpeg" alt="QTVR object movie of buggy suspension colour" class="wp-image-60"/></figure>
</div></div>
</div>
<p class="wp-block-paragraph">Additional content included <em>Buggy World</em>, which used Macromedia Director and Stella mathematical modelling to simulate the suspension damper on a model car. A prototype QTVR object movie of buggy suspension was also created, with plans for a fully interactive Director version that would respond to user-set parameters for the spring and damper system. Images for the movie were captured with a Canon Powershot 600 digital camera mounted on a custom-built turntable.</p>
<h3 class="wp-block-heading">Other Projects</h3>
<p class="wp-block-paragraph"><a href="https://www.virtualmicroscope.org/">The Virtual Microscope</a></p>
<p class="wp-block-paragraph"><a href="https://research-archive.stem.open.ac.uk/topic-accessed-video">Topic Accessed Video</a></p>
<p class="wp-block-paragraph">Talk not Type</p>
<h2 class="wp-block-heading">People</h2>
<p class="wp-block-paragraph">Professor Tom Vincent, MBE</p>
<p class="wp-block-paragraph">Dr Peter Whalley</p>
<p class="wp-block-paragraph">Mary Taylor</p>
<p class="wp-block-paragraph">Ben Hawkridge</p>
<p class="wp-block-paragraph">Chris Valentine</p>
<p class="wp-block-paragraph">Terry Brady</p>
<p class="wp-block-paragraph">Jon Linney</p>
<p class="wp-block-paragraph">Dr Kevin Quick</p>
<h3 class="wp-block-heading">Associate Members</h3>
<p class="wp-block-paragraph">Chris Taylor</p>
<p class="wp-block-paragraph">Peter Taylor</p>
<p class="wp-block-paragraph">Jo Owen</p>
<h2 class="wp-block-heading">Publications</h2>
<p class="wp-block-paragraph">Whalley, Peter. (2006). <strong>Imagining with multimedia</strong>. British Journal of Educational Technology. 26. 190 – 204. 10.1111/j.1467-8535.1995.tb00341.x.</p>
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| Url | Анкор | Анализировать |
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| research.open.ac.uk |
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| research-archive.stem.open.ac.uk |
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| virtualmicroscope.org |
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| open.ac.uk |
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Топ сайтов-конкурентов в Яндексе
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Сайты, чаще всего появляющиеся в ТОПе Яндекса по запросам из семантического ядра этой страницы.
Мы не нашли у вас конкурентов в Яндексе. Сайт или очень молодой или плохо продвигается.
Конкурентов в ТОП-10 Яндекса не нашлось.
Конкуренты в Google
Кол-во: 0
Топ сайтов-конкурентов в Google
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Сайты, чаще всего появляющиеся в ТОПе Google по запросам из семантического ядра этой страницы.
Конкуренты в Google тоже не найдены. Займитесь продвижением сайта!
Конкурентов в ТОП-10 Google не нашлось.
ЗоЗПП: права потребителей Готовность: 100%
Нарушения
Не выявлены
Признаков дистанционной продажи товаров (интернет-магазина) не обнаружено — требования ЗоЗПП о раскрытии информации продавца к сайту не применяются. Нарушений нет.
ФЗ-149: рекомендательные технологии Готовность: 100%
Нарушения
Не выявлены
Рекомендательные блоки («с этим покупают», «похожие товары» и т.п.) на сайте не обнаружены — требования ст. 10.7 ФЗ-149 к сайту не применяются. Нарушений нет.
ФЗ-38: реклама Готовность: 100%
Нарушения
Не выявлены
Рекламных тематик с обязательными оговорками (медицина, БАД, кредиты и займы, новостройки) на сайте не обнаружено. Нарушений нет.
ФЗ-436: защита детей Готовность: 100%
Нарушения
Не выявлены
Признаков информационной продукции (новости, видео, книги, игры, курсы) не обнаружено — обязательная возрастная маркировка по ФЗ-436 сайту не требуется. Нарушений нет.
Вердикт
Оптимизация сайта met.open.ac.uk выполнена всего на 59%. Чтобы исправить ситуацию и попасть в ТОП необходимо:
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