Search (57 results, page 1 of 3)

  • × language_ss:"e"
  • × theme_ss:"Computer Based Training"
  • × year_i:[2000 TO 2010}
  1. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.03 
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    Date
    10. 2.2008 14:22:00
    Language
    e
  2. ¬The digital university : building a learning community (2002) 0.02 
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    Classification
    IIS (E)
    Date
    22. 3.2008 14:43:03
    GHBS
    IIS (E)
    Language
    e
  3. Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006) 0.00 
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    Abstract
    The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of e learning and how we can utilize these components to maximize the positive and minimize the negative results of e learning. The four interactive dimensions of e learning are the following three originally described in Moore's editorial ([1989]): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of e learning. The question then is not to e or not to e, since e learning is already an essential factor of our contemporary learning environment. The question is how to e, based on the understanding of the four interactive components of e learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.
    Language
    e
  4. Scalise, K.; Bernbaum, D.J.; Timms, M.; Harrell, S.V.; Burmester, K.; Kennedy, C.A.; Wilson, M.: Adaptive technology for e-learning : principles and case studies of an emerging field (2007) 0.00 
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    Abstract
    This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2001), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a quiet revolution taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles.
    Language
    e
  5. Herring, S.C.: Computer-mediated communication on the Internet (2002) 0.00 
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    e
  6. Chen, S.: Empowering student assistants in the cataloging department through innovative training : the e-learning courseware for basic cataloging project (2008) 0.00 
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    Abstract
    This paper investigates an innovative approach to training non-traditional employees, particularly student workers, in a library cataloging department. The author presents guidelines and pedagogical aspects of using e-learning courseware for basic cataloging training, reviews the challenges and difficulties encountered in the project, and introduces the content and structure of prototype 2 of the courseware. This e-learning courseware for basic cataloging can be adapted to facilitate the training of other groups of new staff in the cataloging department.
    Language
    e
  7. E-learning for management and marketing in libraries : papers presented at the IFLA satellite meeting, Section Management & Marketing, Geneva, Switzerland, July 28 - 30, 2003 = E-formation pour le marketing et le management des bibliotheques (2005) 0.00 
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    Abstract
    This publication reflects the content and richness of the IFLA satellite meeting held in Geneva, Switzerland, in 2003. It was devoted to e-learning for the marketing and management of libraries and was organized by the IFLA Management & Marketing Section, with the help of the University of Geneva, the Ecole nationale supérieure des sciences de l'information des bibliotheques (ENSSIB, France) and the Agence Intergouvernementale de la FrancophonieI INTIF. Contributions from experts examine the fundamental e-learning issues raised in Africa, Europe, India and North America, as weIl as illustrating the power and diversity of this new teaching medium. In the final, informal discussions, chaired by Réjean Savard and Jean-Michel Salaün, we are given many tentative insights into what the future holds for both teachers and students alike.
    Language
    e
  8. Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007) 0.00 
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    Abstract
    Mit dem Stichwort E-Learning wird ein breites Spektrum von Lehr- und Lernformen bezeichnet, die in der einen oder anderen Weise durch Rechner unterstützt werden. In vielen dieser Formen spielt der Austausch zwischen den Beteiligten eine wichtige Rolle. Daher werden E-Learning-Umgebungen häufig mit Kommunikationskomponenten wie Chats oder Foren versehen. Neben diesen Kommunikationswegen steht den Studierenden im Allgemeinen noch eine Vielzahl anderer Kommunikationsmittel zur Verfügung. In einer Befragung an der Hochschule Darmstadt (ehemals Fachhochschule) wurde untersucht, welche Kommunikationswege von den Teilnehmern und Teilnehmerinnen eines E-Learning-Kurses genutzt und bevorzugt werden. Ausgangspunkt war dabei die Beobachtung, dass die von der Lernplattform angebotenen Kommunikationsmittel im Vergleich mit anderen Kommunikationswegen nur wenig genutzt wurden. Die Ergebnisse zeigen, dass alle zehn untersuchten Kommunikationswege (vom persönlichen Gespräch über EMail oder Voice-over-IP bis zu den Kommunikationsmitteln der Lernumgebung) für den Austausch zur Online-Lehrveranstaltung genutzt wurden. Die Intensität der Nutzung variierte allerdings stark: So gaben über 90 Prozent der Befragten an, sich durch direkte Gespräche oder E-Mails ausgetauscht zu haben, wogegen nur ca. zehn Prozent die Kommunikationsmittel der E-Learning-Plattform verwendeten. Der Hauptanteil der Kommunikation fand also nicht über die von der Lernplattform angebotenen Werkzeuge statt. Die Studierenden bevorzugten die Kommunikationswege, die sie auch sonst im Alltag benutzen.
    Language
    e
  9. Zurawska, K.: E-learning experiences in the field of information sciences (2005) 0.00 
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    Abstract
    The librarians and information specialists play the very important role in the Information Society. They perform a greater variety of tasks than before. That is why the range of knowledge and the skills, they should learn, considerably extends. Therefore the problems arose: how to educate the librarians and information specialists? Which methods and techniques are the most suitable and profitable? How to organize the education process to give them as much experience as possible? The usage of modern methods and tools, especially the e-learning systems, may be the right solution. That paper presents the experiences with the Virtual Learning Environment at Nicolaus Copernicus University. The author is involved in the e-learning process as a teacher of various subjects and as an administrator of Moodie (Modular Object-Oriented Dynamic Learning Environment), which is used as an e-learning platform. The paper describes the process of preparing resources and the methods of using them in education in the field of Information Science and Librarianship. The special attention is paid to knowledge gained and skills trained by students as well as by teachers. Their impressions are shown. The advantages and disadvantages of e-learning are discussed in details.
    Language
    e
  10. Blazic, B.J.; Law, E.L.-C.; Arh, T.: ¬An assessment of the usability of an Internet-based education system in a cross-cultural environment : the case of the Interreg Crossborder Program in Central Europe (2007) 0.00 
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    Abstract
    In this article, we assess the usability in an Internet-based system for e-learning in a cross-cultural environment. The context of the evaluation and testing was a training program launched with the intention of introducing and promoting a new way of learning about and understanding the emerging technologies in regions with a low educational level and a high unemployment rate. The aim of the study was to assess the usability of the e-learning system with different methods and approaches to get a good assessment of its learnability and applicability in various circumstances.
    Language
    e
  11. Sacchanand, C.; Jaroenpuntaruk, V.: Development of a web-based self-training package for information retrieval using the distance education approach (2006) 0.00 
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  12. Watson, B.C.: ¬The Distance Learning Project (2001) 0.00 
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  13. Montague, R.-A.: Web-based Information Science Education (WISE) : an inter-institutional collaboration to promote quality e-learning (2005) 0.00 
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    Language
    e
    Series
    132a E-Learning DG ; 067-E
  14. Zimmermann, K.; Mimkes, J.; Kamke, H.U.: ¬An ontology framework for e-learning in the knowledge society (2006) 0.00 
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    Abstract
    Efficient knowledge management is essential within the information society. Life long learning as well as the use of new media have lead to e-Learning of different kinds. In order to combine existing resources, a general description of this topic is needed. The semantic web aims at making these meta data machine understandable. In this paper we present our Ontology Framework for e-Learning. After the introduction we review existing approaches and describe our general view of the concepts. In chapter 4 and 5 we present different views of our framework aimed at the intended application areas as material or user centred approaches and end up with the conclusions.
    Language
    e
  15. Díaz, P.: Usability of hypermedia educational e-books (2003) 0.00 
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    Abstract
    To arrive at relevant and reliable conclusions concerning the usability of a hypermedia educational e-book, developers have to apply a well-defined evaluation procedure as well as a set of clear, concrete and measurable quality criteria. Evaluating an educational tool involves not only testing the user interface but also the didactic method, the instructional materials and the interaction mechanisms to prove whether or not they help users reach their goals for learning. This article presents a number of evaluation criteria for hypermedia educational e-books and describes how they are embedded into an evaluation procedure. This work is chiefly aimed at helping education developers evaluate their systems, as well as to provide them with guidance for addressing educational requirements during the design process. In recent years, more and more educational e-books are being created, whether by academics trying to keep pace with the advanced requirements of the virtual university or by publishers seeking to meet the increasing demand for educational resources that can be accessed anywhere and anytime, and that include multimedia information, hypertext links and powerful search and annotating mechanisms. To develop a useful educational e-book many things have to be considered, such as the reading patterns of users, accessibility for different types of users and computer platforms, copyright and legal issues, development of new business models and so on. Addressing usability is very important since e-books are interactive systems and, consequently, have to be designed with the needs of their users in mind. Evaluating usability involves analyzing whether systems are effective, efficient and secure for use; easy to learn and remember; and have a good utility. Any interactive system, as e-books are, has to be assessed to determine if it is really usable as well as useful. Such an evaluation is not only concerned with assessing the user interface but is also aimed at analyzing whether the system can be used in an efficient way to meet the needs of its users - who in the case of educational e-books are learners and teachers. Evaluation provides the opportunity to gather valuable information about design decisions. However, to be successful the evaluation has to be carefully planned and prepared so developers collect appropriate and reliable data from which to draw relevant conclusions.
    Language
    e
  16. Lin, M.; Zhang, Z.: Question-driven segmentation of lecture speech text : towards intelligent e-learning systems (2008) 0.00 
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    Abstract
    Recently, lecture videos have been widely used in e-learning systems. Envisioning intelligent e-learning systems, this article addresses the challenge of information seeking in lecture videos by retrieving relevant video segments based on user queries, through dynamic segmentation of lecture speech text. In the proposed approach, shallow parsing such as part of-speech tagging and noun phrase chunking are used to parse both questions and Automated Speech Recognition (ASR) transcripts. A sliding-window algorithm is proposed to identify the start and ending boundaries of returned segments. Phonetic and partial matching is utilized to correct the errors from automated speech recognition and noun phrase chunking. Furthermore, extra knowledge such as lecture slides is used to facilitate the ASR transcript error correction. The approach also makes use of proximity to approximate the deep parsing and structure match between question and sentences in ASR transcripts. The experimental results showed that both phonetic and partial matching improved the segmentation performance, slides-based ASR transcript correction improves information coverage, and proximity is also effective in improving the overall performance.
    Language
    e
  17. Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004) 0.00 
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    Abstract
    Covers the key current topic of electronic library resources and learning in the digital age. Discusses the changing 'nformation environment' in which librarians now work and the development of e-learning and its impact an higher education; the changing role of the librarian in supporting online learning; the technical problems associated with connecting up library systems; the Copyright and licensing of electronic resources in a digital environment; and, finally, tips for librarians when becoming involved in such initiatives.
    Content
    Key Features - Examines the wealth of electronic library resources and the development of e-learning/online learning - Considers the role of the librarian in supporting e-learning/online learning - Provides practical examples for librarians The book is aimed at library managers, electronic resource librarians/ managers, and learner support librarians/managers. Contents The changing information environment - proliferation of electronic resources, grovvth of Internet based subscription sources/electronic journals/ full text services vs bibliographic tools Learning in the digital age - definitions: e-learning, learning technology etc., background/history of e-learning initiatives: higher education and the commercial context, developments in e-learning in higher and further education: growth of managed learning environments/virtual learning environments, common features of commercial software products, distance learning vs on-campus The changing role of the information professional - new rotes: increased need for learner support, importance of information skills training, new skills: web design, managing electronic resources, knowledge of licensing and Copyright issues, information skills within the virtual learning environment Practical problems/linking up systems - authentication/passvvords, linking library catalogues to virtual learning environments, linking e-journals to virtual learning environments, linking Internet resources, importance of customising resources, meta-data/XML Copyright and the licensing of digital resources - text - born digital versus print - digital, the Copyright dearance process, digitisation services, multimedia resources, license agreements Tips for success and conclusions (a librarian's guide to tips for success when becoming involved in these types of initiatives) - designing systems to meet user requirements, collaborating with other support staff Case studies
    Language
    e
  18. Mirabella, V.; Kimani, S.; Gabrielli, S.; Catarci, T.: Accessible e-learning material: a no-frills avenue for didactical experts (2004) 0.00 
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    Abstract
    Different organizations adopt accessibility for various and diverse reasons. Interesting and inspiring as such reasons may be, it is important to ensure that the motivation for supporting accessibility is that it is the right thing to do, i.e. a commitment to the provision of equal opportunities for accessing resources for people with special needs. Among the various efforts for supporting the development of accessible e-learning material, most of them propose guidelines that prevalently address technical accessibility issues (such as the format and navigation of learning material) with little or no consideration for the didactical experts, and thus their didactical experience, in developing learning material. Moreover, the aforementioned guidelines tend to provide generic indications on alternative forms of didactical content for equivalent access to it. None the less, the sole provision of equivalent forms does not guarantee the retention of desirable user interface aspects and may therefore have a negative impact on learning effectiveness. While this paper acknowledges the role of such guidelines, it does propose that the didactical experts be provided with a non-technical recourse, improving their development of accessible e-learning content. By tapping into the experience of the didactical experts, this work provides them with an avenue leading to enhance the accessibility of e-learning material.
    Language
    e
  19. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.00 
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    Abstract
    Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.
    Language
    e
  20. Tu, C.-H.: Online collaborative learning communities : twenty-one designs to building an online collaborative learning community (2004) 0.00 
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    Language
    e

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