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) 0.10 
    0.10099386 = product of:
  0.20198771 = sum of:
    0.04576976 = weight(_text_:von in 1391) [ClassicSimilarity], result of:
      0.04576976 = score(doc=1391,freq=6.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.357389 = fieldWeight in 1391, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1391)
    0.15621796 = sum of:
      0.004935794 = weight(_text_:a in 1391) [ClassicSimilarity], result of:
        0.004935794 = score(doc=1391,freq=2.0), product of:
          0.055348642 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.04800207 = 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)
      0.105756834 = weight(_text_:z in 1391) [ClassicSimilarity], result of:
        0.105756834 = score(doc=1391,freq=2.0), product of:
          0.2562021 = queryWeight, product of:
            5.337313 = idf(docFreq=577, maxDocs=44218)
            0.04800207 = queryNorm
          0.41278675 = fieldWeight in 1391, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            5.337313 = idf(docFreq=577, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1391)
      0.045525327 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
        0.045525327 = score(doc=1391,freq=2.0), product of:
          0.16809508 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.04800207 = 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(2/4)
    Abstract
    Die K3-Architektur zur technischen Entwicklung und Realisierung des netzbasierten Wissensmanagement in der Lehre wird dargestellt. Das aktuelle K3-System besteht aus drei zentralen Komponenten; K3Forum (Diskurs), K3Vis (Visualisierung) und K3Wiki (kollaborative Textproduktion, z. B. für Zusammenfassungen). K3 verwendet Open-Source-Software unter der LGPL Lizenz.. Dadurch können freie Verwendung, überschaubare Entwicklungskosten und Nachhaltigkeit garantiert und die Unabhängigkeit von kommerziellen Software-Anbietern gesichert werden. Dank des komponentenbasierten Entwicklungskonzepts kann K3 flexibel und robust laufend weiterentwickelt werden, ohne die Stabilität der bestehenden Funktionalitäten zu beeinträchtigen. Der Artikel dokumentiert exemplarisch die Hauptkomponenten und Funktionen von K3, so dass nachfolgende Entwickler leicht eine Übersicht über das K3-System gewinnen können. Die Anforderungen an den Transfer des Systems in Umgebungen außerhalb von Konstanz werden beschrieben.
    Date
    10. 2.2008 14:22:00
    Type
    a
  2. Griesbaum, J.: Curriculare Integration und didaktisches Design netzbasierter kooperativer Lernszenarien : Ansätze und Ergebnisse im K3-Projekt (2008) 0.05 
    0.051242076 = product of:
  0.10248415 = sum of:
    0.039231222 = weight(_text_:von in 775) [ClassicSimilarity], result of:
      0.039231222 = score(doc=775,freq=6.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.30633342 = fieldWeight in 775, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.046875 = fieldNorm(doc=775)
    0.06325293 = product of:
      0.094879396 = sum of:
        0.004230681 = weight(_text_:a in 775) [ClassicSimilarity], result of:
          0.004230681 = score(doc=775,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.07643694 = fieldWeight in 775, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=775)
        0.09064872 = weight(_text_:z in 775) [ClassicSimilarity], result of:
          0.09064872 = score(doc=775,freq=2.0), product of:
            0.2562021 = queryWeight, product of:
              5.337313 = idf(docFreq=577, maxDocs=44218)
              0.04800207 = queryNorm
            0.35381722 = fieldWeight in 775, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.337313 = idf(docFreq=577, maxDocs=44218)
              0.046875 = fieldNorm(doc=775)
      0.6666667 = coord(2/3)
  0.5 = coord(2/4)
    Abstract
    K3 ist ein Forschungsprojekt der Informationswissenschaft Konstanz, welches das Ziel verfolgt distributive und kommunikative Potenziale asynchroner Foren Gewinn bringend in universitären Lehrkontexten zu nutzen. K3 setzt auf dem von Kuhlen vorgeschlagenen Paradigma des netzwerkbasierten Wissensmanagements auf und nutzt eine Vielzahl curricularer und didaktischer Unterstützungselemente. Diese sollen Interaktionsprozesse derart unterstützen, dass sich die Potenziale kooperativen Lernens - z. B. höherer individueller Lernerfolg, Generierung von verteiltem Wissen, höhere Motivation - möglichst umfänglich realisieren. Es werden wesentliche Gestaltungsfaktoren kooperativer computervermittelter Lernumgebungen herausgearbeitet, wie sie sich aus dem aktuellen Stand der Literatur des Computer Supported Cooperative/Collaborative Learning (CSCL) ableiten lassen. Auf dieser Grundlage werden die zentralen curricularen und didaktischen Gestaltungselemente in K3 beschrieben. Evaluationsergebnisse zeigen, dass die in K3-Kursen zum Einsatz kommenden instruktionalen Unterstützungselemente von den Lernenden positiv eingeschätzt werden. Analysen der ablaufenden Lernprozesse in K3-Kursen weisen zudem darauf hin, dass es in hohem Maße gelingt, Wissensexternalisierungsprozesse und konsensbildende Interaktionen zu stimulieren.
    Type
    a
  3. Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007) 0.02 
    0.019462723 = product of:
  0.038925447 = sum of:
    0.03775026 = weight(_text_:von in 1319) [ClassicSimilarity], result of:
      0.03775026 = score(doc=1319,freq=8.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.29476947 = fieldWeight in 1319, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1319)
    0.001175189 = product of:
      0.003525567 = sum of:
        0.003525567 = weight(_text_:a in 1319) [ClassicSimilarity], result of:
          0.003525567 = score(doc=1319,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.06369744 = fieldWeight in 1319, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1319)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    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.
    Type
    a
  4. Lin, M.; Zhang, Z.: Question-driven segmentation of lecture speech text : towards intelligent e-learning systems (2008) 0.02 
    0.016105302 = product of:
  0.06442121 = sum of:
    0.06442121 = product of:
      0.0966318 = sum of:
        0.005983086 = weight(_text_:a in 1351) [ClassicSimilarity], result of:
          0.005983086 = score(doc=1351,freq=4.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.10809815 = fieldWeight in 1351, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1351)
        0.09064872 = weight(_text_:z in 1351) [ClassicSimilarity], result of:
          0.09064872 = score(doc=1351,freq=2.0), product of:
            0.2562021 = queryWeight, product of:
              5.337313 = idf(docFreq=577, maxDocs=44218)
              0.04800207 = queryNorm
            0.35381722 = fieldWeight in 1351, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.337313 = idf(docFreq=577, maxDocs=44218)
              0.046875 = fieldNorm(doc=1351)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    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.
    Type
    a
  5. Griesbaum, J.; Semar, W.; Jiang, T.; Kuhlen, R.: K3 - Konzepte und Technologien für netzwerkbasiertes Wissensmanagement in der Hochschulausbildung (2008) 0.01 
    0.014035223 = product of:
  0.028070446 = sum of:
    0.026425181 = weight(_text_:von in 1389) [ClassicSimilarity], result of:
      0.026425181 = score(doc=1389,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.20633863 = fieldWeight in 1389, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1389)
    0.0016452647 = product of:
      0.004935794 = sum of:
        0.004935794 = weight(_text_:a in 1389) [ClassicSimilarity], result of:
          0.004935794 = score(doc=1389,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.089176424 = fieldWeight in 1389, 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=1389)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    K3 ist ein Forschungsprojekt, welches das Ziel verfolgt, die distributiven und kommunikativen Mehrwertpotenziale asynchroner Medien gewinnbringend für die universitäre Ausbildung zu nutzen. Hierzu werden aufsetzend auf dem von Kuhlen vorgeschlagenen Paradigma des netzwerkbasierten Wissensmanagement konzeptionelle didaktische Ansätze erprobt und eine kollaborative Wissensmanagementsoftware entwickelt. Dieser Artikel beschreibt zunächst den grundlegenden Ansatz und Gestaltungsfaktoren des netzwerkbasierten Wissensmanagements. Darauf aufbauend werden konzeptuelle und technologische Unterstützungselemente vorgestellt, die in K3 entwickelt und erprobt worden sind. Anschließend werden Forschungsergebnisse aus verschiedenen Fallstudien zu K3-Kursen angeführt. Abschließend wird ein Ausblick auf mögliche weitere Anwendungsfelder des netzwerkbasierten Wissensmanagements gegeben.
    Type
    a
  6. Kölle, R.; Langemeier, G.; Womser-Hacker, C.: Kollaboratives Lernen in virtuellen Teams am Beispiel der Java-Programmierung (2008) 0.01 
    0.014035223 = product of:
  0.028070446 = sum of:
    0.026425181 = weight(_text_:von in 1393) [ClassicSimilarity], result of:
      0.026425181 = score(doc=1393,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.20633863 = fieldWeight in 1393, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1393)
    0.0016452647 = product of:
      0.004935794 = sum of:
        0.004935794 = weight(_text_:a in 1393) [ClassicSimilarity], result of:
          0.004935794 = score(doc=1393,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.089176424 = fieldWeight in 1393, 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=1393)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Komplexe Aufgaben und Probleme werden heute üblicherweise im Team bearbeitet und gelöst. Das gilt insbesondere für Softwareprojekte, denn die Entwicklung komplexer Softwaresysteme findet heutzutage meistens arbeitsteilig in - zunehmend räumlich verteilten - Teams statt. Vor diesem Hintergrund wird zum einen ein rollenbasiertes Konzept vorgestellt, das virtuellen Lernteams bei der Zusammenarbeit einen virtuellen Tutor zur Seite stellt, der dem Team im Rahmen von Rollendefiziten adaptierte Hilfestellung bietet und so die Lerneffektivität unterstützt. Zum anderen wird gezeigt, wie das Zusammenspiel zweier spezialisierter Systeme (VitaminL und K3) im Kontext des Blended Learning echte Mehrwerte in E-Learning-Szenarien bringen kann. Die in Benutzertests und einer Lehrveranstaltung ermittelten Evaluierungsergebnisse lassen auf die Tragfähigkeit des rollenbasierten, tutoriellen Konzepts schließen und decken gleichzeitig großes Weiterentwicklungpotenzial auf.
    Type
    a
  7. Semar, W.: Leistungsvisualisierung im kollaborativen E-Learning mit Hilfe spezieller Kennzahlen (2008) 0.01 
    0.012030191 = product of:
  0.024060382 = sum of:
    0.022650154 = weight(_text_:von in 1381) [ClassicSimilarity], result of:
      0.022650154 = score(doc=1381,freq=2.0), product of:
        0.12806706 = queryWeight, product of:
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.04800207 = queryNorm
        0.17686167 = fieldWeight in 1381, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          2.6679487 = idf(docFreq=8340, maxDocs=44218)
          0.046875 = fieldNorm(doc=1381)
    0.001410227 = product of:
      0.004230681 = sum of:
        0.004230681 = weight(_text_:a in 1381) [ClassicSimilarity], result of:
          0.004230681 = score(doc=1381,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = queryNorm
            0.07643694 = fieldWeight in 1381, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1381)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)
    Abstract
    Der bisherige Einsatz elektronischer Kommunikationsforen in der Lehre hat gezeigt, dass die Motivation zur Teilnahme an kollaborativen Prozessen erst geweckt bzw. verstärkt werden muss. Aus diesem Grund wurde im K3-System ein Gratifikationssystem implementiert, das einerseits Anreize zur aktiven Teilnahme schafft und andererseits bestimmte Schlüsselkompetenzen (hier Informations-, Kommunikations- und Teamkompetenz) bei den Teilnehmern entwickelt und verbessert. Im kollaborativen Wissensmanagementsystem K3 wird dies im Wesentlichen dadurch erreicht, dass die Akteure direktes und indirektes Feedback über die von ihnen erbrachten Leistungen erhalten. Ein Alleinstellungsmerkmal des K3-Gratifikationssystems ist die Feedbackgestaltung mit Hilfe der Visualisierung bestimmter Leistungsmerkmale der teilnehmenden Akteure. In diesem Beitrag wird zunächst ganz allgemein beschrieben, wie das K3-Gratifikationssystem in den kollaborativen Prozess eingebunden ist. Aufbauend auf der Entwicklung spezieller Kennzahlen zur Leistungsbeschreibung der teilnehmenden Akteure wird der Schwerpunkt auf die Darstellung verschiedener Visualisierungsformen dieser Leistungskennzahlen gelegt.
    Type
    a
  8. ¬The digital university : building a learning community (2002) 0.01 
    0.0051499405 = product of:
  0.020599762 = sum of:
    0.020599762 = product of:
      0.030899642 = sum of:
        0.004885169 = weight(_text_:a in 1782) [ClassicSimilarity], result of:
          0.004885169 = score(doc=1782,freq=6.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
        0.026014473 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
          0.026014473 = score(doc=1782,freq=2.0), product of:
            0.16809508 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04800207 = 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)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)
    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
  9. 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 
    0.0011633779 = product of:
  0.0046535116 = sum of:
    0.0046535116 = product of:
      0.013960535 = sum of:
        0.013960535 = weight(_text_:a in 1267) [ClassicSimilarity], result of:
          0.013960535 = score(doc=1267,freq=16.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  10. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.00 
    0.0011633779 = product of:
  0.0046535116 = sum of:
    0.0046535116 = product of:
      0.013960535 = sum of:
        0.013960535 = weight(_text_:a in 673) [ClassicSimilarity], result of:
          0.013960535 = score(doc=673,freq=16.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  11. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
    0.0011514454 = product of:
  0.0046057818 = sum of:
    0.0046057818 = product of:
      0.013817345 = sum of:
        0.013817345 = weight(_text_:a in 4356) [ClassicSimilarity], result of:
          0.013817345 = score(doc=4356,freq=48.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  12. Sacchanand, C.; Jaroenpuntaruk, V.: Development of a web-based self-training package for information retrieval using the distance education approach (2006) 0.00 
    9.97181E-4 = product of:
  0.003988724 = sum of:
    0.003988724 = product of:
      0.011966172 = sum of:
        0.011966172 = weight(_text_:a in 651) [ClassicSimilarity], result of:
          0.011966172 = score(doc=651,freq=4.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    Type
    a
  13. 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 
    9.327775E-4 = product of:
  0.00373111 = sum of:
    0.00373111 = product of:
      0.0111933295 = sum of:
        0.0111933295 = weight(_text_:a in 1509) [ClassicSimilarity], result of:
          0.0111933295 = score(doc=1509,freq=14.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  14. Lee, J.; Boling, E.: Information-conveying approaches and cognitive styles of mental modeling in a hypermedia-based learning environment (2008) 0.00 
    8.813918E-4 = product of:
  0.0035255672 = sum of:
    0.0035255672 = product of:
      0.010576702 = sum of:
        0.010576702 = weight(_text_:a in 1385) [ClassicSimilarity], result of:
          0.010576702 = score(doc=1385,freq=18.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  15. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.00 
    8.63584E-4 = product of:
  0.003454336 = sum of:
    0.003454336 = product of:
      0.010363008 = sum of:
        0.010363008 = weight(_text_:a in 2226) [ClassicSimilarity], result of:
          0.010363008 = score(doc=2226,freq=12.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  16. 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 
    8.63584E-4 = product of:
  0.003454336 = sum of:
    0.003454336 = product of:
      0.010363008 = sum of:
        0.010363008 = weight(_text_:a in 1879) [ClassicSimilarity], result of:
          0.010363008 = score(doc=1879,freq=12.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  17. Herring, S.C.: Computer-mediated communication on the Internet (2002) 0.00 
    8.2263234E-4 = product of:
  0.0032905294 = sum of:
    0.0032905294 = product of:
      0.009871588 = sum of:
        0.009871588 = weight(_text_:a in 5323) [ClassicSimilarity], result of:
          0.009871588 = score(doc=5323,freq=2.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    Type
    a
  18. 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 
    8.2263234E-4 = product of:
  0.0032905294 = sum of:
    0.0032905294 = product of:
      0.009871588 = sum of:
        0.009871588 = weight(_text_:a in 2715) [ClassicSimilarity], result of:
          0.009871588 = score(doc=2715,freq=8.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  19. Henze, N.; Nejdl, W.: ¬A logical characterization of adaptive educational hypermedia (2004) 0.00 
    8.2263234E-4 = product of:
  0.0032905294 = sum of:
    0.0032905294 = product of:
      0.009871588 = sum of:
        0.009871588 = weight(_text_:a in 5711) [ClassicSimilarity], result of:
          0.009871588 = score(doc=5711,freq=8.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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
  20. Hider, P.: Developing courseware for cataloguing (2000) 0.00 
    7.883408E-4 = product of:
  0.0031533632 = sum of:
    0.0031533632 = product of:
      0.00946009 = sum of:
        0.00946009 = weight(_text_:a in 2278) [ClassicSimilarity], result of:
          0.00946009 = score(doc=2278,freq=10.0), product of:
            0.055348642 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.04800207 = 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)
      0.33333334 = coord(1/3)
  0.25 = coord(1/4)
    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

Authors

Types

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

Themes

Subjects

Classifications