Search (54 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) 0.02 
    0.024208048 = product of:
  0.048416097 = sum of:
    0.048416097 = sum of:
      0.0047357627 = weight(_text_:a in 1391) [ClassicSimilarity], result of:
        0.0047357627 = score(doc=1391,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.089176424 = fieldWeight in 1391, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1391)
      0.043680333 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
        0.043680333 = score(doc=1391,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.2708308 = fieldWeight in 1391, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1391)
  0.5 = coord(1/2)
    Date
    10. 2.2008 14:22:00
    Type
    a
  2. ¬The digital university : building a learning community (2002) 0.01 
    0.01482369 = product of:
  0.02964738 = sum of:
    0.02964738 = sum of:
      0.0046871896 = weight(_text_:a in 1782) [ClassicSimilarity], result of:
        0.0046871896 = score(doc=1782,freq=6.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.088261776 = fieldWeight in 1782, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.03125 = fieldNorm(doc=1782)
      0.02496019 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
        0.02496019 = score(doc=1782,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.15476047 = fieldWeight in 1782, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.03125 = fieldNorm(doc=1782)
  0.5 = coord(1/2)
    Abstract
    University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.
    Date
    22. 3.2008 14:43:03
  3. 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 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 1267) [ClassicSimilarity], result of:
          0.01339476 = score(doc=1267,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 1267, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1267)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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.
    Type
    a
  4. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.00 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 673) [ClassicSimilarity], result of:
          0.01339476 = score(doc=673,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 673, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=673)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.
    Type
    a
  5. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
    0.0033143433 = product of:
  0.0066286866 = sum of:
    0.0066286866 = product of:
      0.013257373 = sum of:
        0.013257373 = weight(_text_:a in 4356) [ClassicSimilarity], result of:
          0.013257373 = score(doc=4356,freq=48.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.24964198 = fieldWeight in 4356, product of:
              6.928203 = tf(freq=48.0), with freq of:
                48.0 = termFreq=48.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=4356)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
    Type
    a
  6. Sacchanand, C.; Jaroenpuntaruk, V.: Development of a web-based self-training package for information retrieval using the distance education approach (2006) 0.00 
    0.0028703054 = product of:
  0.005740611 = sum of:
    0.005740611 = product of:
      0.011481222 = sum of:
        0.011481222 = weight(_text_:a in 651) [ClassicSimilarity], result of:
          0.011481222 = score(doc=651,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.2161963 = fieldWeight in 651, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.09375 = fieldNorm(doc=651)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  7. Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006) 0.00 
    0.0026849252 = product of:
  0.0053698504 = sum of:
    0.0053698504 = product of:
      0.010739701 = sum of:
        0.010739701 = weight(_text_:a in 1509) [ClassicSimilarity], result of:
          0.010739701 = score(doc=1509,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.20223314 = fieldWeight in 1509, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1509)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).
    Source
    Knowledge organization, information systems and other essays: Professor A. Neelameghan Festschrift. Ed. by K.S. Raghavan and K.N. Prasad
    Type
    a
  8. Lee, J.; Boling, E.: Information-conveying approaches and cognitive styles of mental modeling in a hypermedia-based learning environment (2008) 0.00 
    0.0025370158 = product of:
  0.0050740317 = sum of:
    0.0050740317 = product of:
      0.010148063 = sum of:
        0.010148063 = weight(_text_:a in 1385) [ClassicSimilarity], result of:
          0.010148063 = score(doc=1385,freq=18.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.19109234 = fieldWeight in 1385, product of:
              4.2426405 = tf(freq=18.0), with freq of:
                18.0 = termFreq=18.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1385)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.
    Type
    a
  9. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.00 
    0.0024857575 = product of:
  0.004971515 = sum of:
    0.004971515 = product of:
      0.00994303 = sum of:
        0.00994303 = weight(_text_:a in 2226) [ClassicSimilarity], result of:
          0.00994303 = score(doc=2226,freq=12.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.18723148 = fieldWeight in 2226, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=2226)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.
    Type
    a
  10. Luor, T.; Johanson, R.E.; Lu, H.-P.; Wu, L.-l.: Trends and lacunae for future computer assisted learning (CAL) research : an assessment of the literature in SSCI journals from 1998-2006 (2008) 0.00 
    0.0024857575 = product of:
  0.004971515 = sum of:
    0.004971515 = product of:
      0.00994303 = sum of:
        0.00994303 = weight(_text_:a in 1879) [ClassicSimilarity], result of:
          0.00994303 = score(doc=1879,freq=12.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.18723148 = fieldWeight in 1879, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1879)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    This study surveyed 536 CAL publications in 71 SSCI (Social Science Citation Index) journals from 1998 to February 2006 to identify trends and lacunae for future research. The parameters and keywords employed by the authors are first presented, followed by a description of the study's general findings. A comparison is then drawn between CAL and recent depictions of the blogosphere, for the majority of the contributors to the field produced only a few articles and authors of individual publications demonstrated a far greater collective influence on the field than the more frequently-cited authors. Results also revealed that the amount of articles pertaining to the aged, disabled children, and home schooling were significantly lower than those relating to school student's learning. This study offers an interesting snapshot of a field that is apparently on the rise; moreover, it raises some issues to be addressed in further research on CAL-related topics.
    Type
    a
  11. Herring, S.C.: Computer-mediated communication on the Internet (2002) 0.00 
    0.0023678814 = product of:
  0.0047357627 = sum of:
    0.0047357627 = product of:
      0.009471525 = sum of:
        0.009471525 = weight(_text_:a in 5323) [ClassicSimilarity], result of:
          0.009471525 = score(doc=5323,freq=2.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.17835285 = fieldWeight in 5323, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.109375 = fieldNorm(doc=5323)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  12. Smith, T.R.; Zeng, M.L.; ADEPT Knowledge Organization Team: Structured models of scientific concepts for organizing, accessing, and using learning materials (2003) 0.00 
    0.0023678814 = product of:
  0.0047357627 = sum of:
    0.0047357627 = product of:
      0.009471525 = sum of:
        0.009471525 = weight(_text_:a in 2715) [ClassicSimilarity], result of:
          0.009471525 = score(doc=2715,freq=8.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.17835285 = fieldWeight in 2715, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2715)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The knowledge represented in learning materials for the sciences is typically organized around term-based or "weakly-structured" models of concepts and their interrelationships. We introduce a "strongly-structured" model of scientific concepts that provides the foundation for a knowledge base (KB) of concept representations. An extension of the Alexandria Digital Library employs such a KB, together with associated collection and services, to support undergraduate leaming.
    Type
    a
  13. Henze, N.; Nejdl, W.: ¬A logical characterization of adaptive educational hypermedia (2004) 0.00 
    0.0023678814 = product of:
  0.0047357627 = sum of:
    0.0047357627 = product of:
      0.009471525 = sum of:
        0.009471525 = weight(_text_:a in 5711) [ClassicSimilarity], result of:
          0.009471525 = score(doc=5711,freq=8.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.17835285 = fieldWeight in 5711, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5711)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Currently, adaptive educational hypermedia systems (AEHSs) are described using nonuniform methods, depending on the specific view of the system, the application, or other parameters. There is no common language for expressing the functionality of AEHSs, hence these systems are difficult to compare and analyze. In this paper we investigate how a logical description can be employed to characterize adaptive educational hypermedia. We propose a definition of AEHSs based on first-order logic, characterize some AEHSs resulting from this formalism, and discuss the applicability of this approach.
    Type
    a
  14. Hider, P.: Developing courseware for cataloguing (2000) 0.00 
    0.002269176 = product of:
  0.004538352 = sum of:
    0.004538352 = product of:
      0.009076704 = sum of:
        0.009076704 = weight(_text_:a in 2278) [ClassicSimilarity], result of:
          0.009076704 = score(doc=2278,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.1709182 = fieldWeight in 2278, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=2278)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    This article describes the development and application of the Cat with Moose courseware in the cataloging curricula at Temasek Polytechnic, Singapore, which offers diploma-level, paraprofessional training in library and information service (LIS). The aim of Cat with Mouse is to provide students with practice in cataloging a range of materials, both print and nonprint, in an online environment. The courseware checks the entries as students progress through the record template and allows them to simultaneously consult windows containing the relevant sources of information. The product is designed to be used as a revision tool and is accessible to students through the Internet. The development team revised a prototype version after feedback was collected by means of a questionnaire. Most students found the courseware useful and that it made revision easier. It is argued that, as an assessment tool, Cat with Mouse is also reliable and valid, and that the distinctive benefits the courseware offers has made the investment in the project worthwhile.
    Type
    a
  15. Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002) 0.00 
    0.002269176 = product of:
  0.004538352 = sum of:
    0.004538352 = product of:
      0.009076704 = sum of:
        0.009076704 = weight(_text_:a in 4786) [ClassicSimilarity], result of:
          0.009076704 = score(doc=4786,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.1709182 = fieldWeight in 4786, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=4786)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Millions of computer users in the USA have a disability making it difficult to use the Web. The University of Wisconsin System recently required that all System Web pages meet Priority 1 accessibility guidelines as set by the World Wide Web Consortium's Web Accessibility Initiative (W3C/WAI). Class materials available in online learning management systems should also be accessible to students with disabilities. Four systems, Blackboard 4 and 5, Prometheus 3, and WebCT 3, were assessed against theW3C/WAI guidelines for a numerical statistic of accessibility. Practical accessibility was tested with Lynx, IBM Homepage Reader, and JAWS. Validation was performed with A-Prompt and the W3C/WAI checklist.
    Content
    Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452640.
    Type
    a
  16. 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 
    0.002269176 = product of:
  0.004538352 = sum of:
    0.004538352 = product of:
      0.009076704 = sum of:
        0.009076704 = weight(_text_:a in 1323) [ClassicSimilarity], result of:
          0.009076704 = score(doc=1323,freq=10.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.1709182 = fieldWeight in 1323, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1323)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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.
    Type
    a
  17. Yi, H.: Library instruction goes online : an inevitable trend (2005) 0.00 
    0.0022374375 = product of:
  0.004474875 = sum of:
    0.004474875 = product of:
      0.00894975 = sum of:
        0.00894975 = weight(_text_:a in 4726) [ClassicSimilarity], result of:
          0.00894975 = score(doc=4726,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.1685276 = fieldWeight in 4726, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4726)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Purpose - To demonstrate how there is an irreversible momentum towards the adoption of online modes of delivery for library instruction, a process which will have distinctive benefits in the promotion of enhanced levels of information literacy (IL). Design/methodology/approach - The author uses case study and other literature, plus examples from personal professional practice to build an argument. Findings - The momentum towards "cyber-delivery" is inevitable and is driven by a variety of factors, which can be understood as either external or intrinsic to the arena of IL. External factors include the pressure to find the most effective educational approaches to train students to use tools such as Google appropriately (virtual formats are best to deal with virtual challenges); intrinsic factors include the innate suitability of online IL for encouraging independent learning and student-centred education. Research limitations/implications - The research technique consists of a dualistic analysis of dynamic factors driving the digital library movement towards online delivery of IL: this has the potential to be extended to other LIS contexts and tested for robustness and relevance. Practical implications - The paper shows how the LIS practitioner can better understand the relevance of courseware-based models of IL delivery for their user education practice. Originality/value - An insightful summary and coherent analysis of a range of disparate trends in digital library developments helps provide a coherent overview of a fast-developing aspect of the current LIS world.
    Type
    a
  18. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.00 
    0.0022374375 = product of:
  0.004474875 = sum of:
    0.004474875 = product of:
      0.00894975 = sum of:
        0.00894975 = weight(_text_:a in 44) [ClassicSimilarity], result of:
          0.00894975 = score(doc=44,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.1685276 = fieldWeight in 44, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0390625 = fieldNorm(doc=44)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
  19. Kriegsman, S.: Catalog training for people who are not catalogers : the Colorado Digitization Project experience (2002) 0.00 
    0.0020506454 = product of:
  0.004101291 = sum of:
    0.004101291 = product of:
      0.008202582 = sum of:
        0.008202582 = weight(_text_:a in 5462) [ClassicSimilarity], result of:
          0.008202582 = score(doc=5462,freq=6.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.1544581 = fieldWeight in 5462, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5462)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The Colorado Digitization Project is a cooperative endeavor designed to enable creation of a virtual library of unique resources and historical collections in Colorado through assisting all types of Cultural Heritage Institutions in the State to scan and make available on the Internet images of materials and artifacts within their collections. An important component of the project is educational, and includes teaching staff in all types of institutions about access, cataloging and metadata.
    Type
    a
  20. Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002) 0.00 
    0.0020296127 = product of:
  0.0040592253 = sum of:
    0.0040592253 = product of:
      0.008118451 = sum of:
        0.008118451 = weight(_text_:a in 730) [ClassicSimilarity], result of:
          0.008118451 = score(doc=730,freq=8.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.15287387 = fieldWeight in 730, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=730)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed
    Type
    a

Authors

Types

  • a 48
  • m 6
  • s 2
  • b 1
  • el 1
  • More… Less…

Themes

Subjects

Classifications