Search (6 results, page 1 of 1)

  • × author_ss:"Löckenhoff, H."
  1. Löckenhoff, H.: Zur kreativen Bewältigung von Komplexität in der Wissensordnung (1992) 0.03 
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    Source
    Kognitive Ansätze zum Ordnen und Darstellen von Wissen. 2. Tagung der Deutschen ISKO Sektion einschl. der Vorträge des Workshops "Thesauri als Werkzeuge der Sprachtechnologie", Weilburg, 15.-18.10.1991
    Type
    a
  2. Löckenhoff, H.: Zur Vermittlung von Ordnungswissen insbesondere an Hochschulen (1986) 0.03 
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    Abstract
    Mit Wissen wird immer auch eine Ordnung von Wissen vermittlet. Wissen ist Information, die verknüpft ist mit anderem, 'das der Fall ist', dergestalt, daß sie auf zugeordnete Informationen, Sachverhalte, Personen, andere Systeme einschließlich ihrer Zielausrichtung angewendet werden kann
    Type
    a
  3. Löckenhoff, H.: Zu Modellen und zur Modellierung in der Wissensordnung (1995) 0.02 
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    Source
    Konstruktion und Retrieval von Wissen: 3. Tagung der Deutschen ISKO-Sektion einschließlich der Vorträge des Workshops "Thesauri als terminologische Lexika", Weilburg, 27.-29.10.1993. Hrsg.: N. Meder u.a
    Type
    a
  4. Löckenhoff, H.: Zur Didaktik des Systemansatzes : Wissensgliederung (1986) 0.00 
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  5. Löckenhoff, H.: Systems modelling for classification : the quest for self-organization (1994) 0.00 
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    Abstract
    The necessity and values of models shaped in the human mind in order to support understanding, activities and their control are outlined and mapped with respect to their function in knowledge organization and representation. Advanced understanding of modelling appears as a challenge for the future design of dynamic, learning classification systems, evolving together with the systems they respresent, as well as with their environment and their users
    Type
    a
  6. Löckenhoff, H.: Case-Based Teaching/Learning for issue orientation and control (1996) 0.00 
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    Abstract
    Case Based Reasoning (CBR) is discussed in connection with a wide variety of knowledge aspects. Obviously knowledge acquisition under conditions of rapid and increasingly disruptive change will necessarily rely on the proper use of case experience. The following remarks emerged from practice oriented teaching/learning in the domians of social sciences, practical philosophy, didactics and epistemology. The main interest will be directed to methodical concepts of knowledge transfer, in particular to didactics and learning within the teaching/learning system
    Type
    a

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