Timeline requires no registration or log in, so the user is not forced to forfeit any personal information in order to use the application, which is ideal for many. However, it is not great in terms of accessibility. For example users with visual impairments would have a very difficult time operating the tool in terms of selecting their desired preferences and denoting which parts of the timeline they want to add to. Other than this drawback, the overall ease of use is commendable.
It is extremely basic and to the point, and doesn’t have any extra bells and whistles in terms of customization. This could be seen as a disadvantage, but when used in the classroom, it will encourage students to focus on the actual content rather than spending too much time on making it visually appealing. This focus on content really emphasizes Timeline’s effective use as a knowledge-centered tool.
Figueiredo, M. P., Alves, V., Lourenço, C., Alves, V., Bernardo, M., & Carapito, N. (2021). Project-based learning in design and multimedia in higher education: An interactive timeline developed in collaboration.
Ivanova, A. (2021, June). Online interactive timeline to improve learning of history in school education. In International Conference on Computer Systems and Technologies' 21 (pp. 218-223).
Nutt, N., Salmistu, S., Meitl, C., & Karu, K. (2020, September). Case Study in Experiential Learning-From Chaos to Order: Sensemaking with the Interactive Timeline Tool in Architecture and Civil Engineering Studies. In International Conference on Interactive Collaborative Learning (pp. 91-102). Springer, Cham.