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Chianese, A.; Cantone, F.; Caropreso, M.; Moscato, V.: ARCHAEOLOGY 2.0 : Cultural E-Learning tools and distributed repositories supported by SEMANTICA, a System for Learning Object Retrieval and Adaptive Courseware Generation for e-learning environments. (2010)
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- Source
- Wissensspeicher in digitalen Räumen: Nachhaltigkeit - Verfügbarkeit - semantische Interoperabilität. Proceedings der 11. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation, Konstanz, 20. bis 22. Februar 2008. Hrsg.: J. Sieglerschmidt u. H.P.Ohly
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Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007)
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- Source
- Information - Wissenschaft und Praxis. 58(2007) H.1, S.7-14
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¬The digital university : building a learning community (2002)
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- Date
- 22. 3.2008 14:43:03
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Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004)
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- Isbn
- 1-84334-060-7 (hb)
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Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
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- 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.
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Catherall, P.: Delivering e-learning for information services in higher education (2004)
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- Isbn
- 1-84334-088-7 (pb)