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  1. Cawkell, A.E.: Computer based teaching and learning (1995) 0.01 
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    Abstract
    Discusses the development of systems designed to improve methods of teaching and learning in schools, colleges and universities, an area currently receiving substantial funding in many countries. Outlines the history of early 'teaching machines' to the 1986 Domesday project and the multimedia hardware and softwware today, focusing on current UK, US and European software developemnt support projects. Reviews the literature on multimedia learning, identifying 2 key difficulties to be overcome; in the area of assessment methods, and the need for a better understanding of the nature of learning and system requirements
  2. Reimann, P.; Schult, T.J.: Schneller schlau : Bildung im Multimedia-Zeitalter (1996) 0.01 
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    Abstract
    Kennen Sie Cyber City? Es ist ein Ort für Revolutionen. Und immer scheint die Sonne. Cyber City ist nämlich Venus, Florida. Mit dem 'Venus Project', auf dem Reißbrett entstanden, konzipieren US-amerikanische Forscher die Stadt der Zukunft, deren Bewohner auf neue Weise lernen: Wissen erwerben sie auf Bedarf, Computertechnik unterstützt sie dabei
  3. Ramaiah, C.K.: Is hypertext a more flexible tool for education? (1992) 0.01 
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    Source
    Annals of library science and documentation. 39(1992) no.1, S.1-8
  4. Leach, B.A.: Identifying CD-ROM use patterns as a tool for evaluating user instruction (1994) 0.01 
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    Abstract
    Workstation sign up records were used to determine use patterns for individuals searching CD-ROM databases in the Biological Sciences Library at Ohio State University between Jan 87 and Jun 91. Data were gathered for the number of database uses, interval between first and last database use, and number of academic quarters in which databases were used. More than half the individuals recorded all use within one month. Over one third recorded use on only one day. Results suggest that the library should emphasize basic point of use instruction for first time searchers and deemphasize workshops
  5. Creanor, L.; Durndell, H.: Teaching information handling skills with hypertext (1994) 0.01 
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    Abstract
    This paper describes the development and content of four Computer Assisted Learning packages designed to teach information skills to higher education students. The areas covered include database searching and library search skills. Educational aspects of using hypertext and hypermedia for learning are discussed along with development issues and a description is given of the staff costs involved. The main source of external funding was the Higher Education Funding Councils' Teaching and Learning Technology Programme
    Content
    Entwicklung an der University of Glasgow. 4 Produkte: 1. Library search skills (Toolbook); 2: Computer sources (Toolbook); 3. How to choose books and journals (Toolbook); 4. Biological abstracts (Guide)
  6. Wood, F.: Information skills for student centred learning : a computer-assisted learning approach (1997) 0.01 
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    Imprint
    London : British Library
    Series
    British Library research and innovation report; 37
  7. Boone, M.D.: Taking FLITE : how new libraries are visioning their way into the future (2002) 0.01 
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    Abstract
    The author takes on the assertion posed in recent educational articles that technology is driving down book circulation and contributing to the decline of reading-center learning. In his interview with Richard Cochran, Dean of the Ferris State University Library for Information, Technology, and Education, the two discuss the importance of incorporating technology to support all types of learning, and using faculty buy-in to insure that as many media as possible are integrated into the final building design.
    Source
    Library hi tech. 20(2002) no.4, S.464-468
  8. Jacobson, M.J.: Issues in hypertext and hypermedia research : toward a framework for linking theory-to-design (1994) 0.01 
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    Abstract
    Discusses research issues related to the utilization of cognitive learning and instructional theory to design technology-based learning environments such as hypertext and hypermedia. A Theory-To-Design framework is a sketch which considers 2 main roles for theory: theory construction and testing and prescriptive artifact design. Another component of the framework posits that technology based learning environments employing a particular theoretical perspective should link theory elements to specific design features. The Theory-To-Design framework is then used as the basis of an analysis of theoretical and design issues raised in a recent hypermedia research project
  9. Fjällbrant, N.: EDUCATE : a WWW-based programme for information education, training and access (1997) 0.01 
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    Abstract
    Describes End user Courses in Information Access through Communication Technology (EDUCATE), a 3 year project funded by the European Union and designed to meet the needs of scientists, engineers and information specialists. It involves the collaboration of 6 universities and is designed as a multimedia programme which can be used in a variety of ways including self instruction, as part of formal training course, and as a reference and access tool to information sources, and thus far, applicable in 2 subject areas: physics and electrical and electronic engineering
  10. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.01 
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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.
  11. Montague, R.-A.: Web-based Information Science Education (WISE) : an inter-institutional collaboration to promote quality e-learning (2005) 0.01 
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    Abstract
    Developing inter-institutional collaborative agreements for online education offers the potential benefit of increasing participants' access to resources and decreasing costs to institutions. Designing and sustaining models of cooperation to cross institutional boundaries is inherently complex and requires significant commitment. This paper explores the rationale for developing consortia and describes opportunities and challenges that arise in establishing and maintaining agreements to promote quality online education in library and information science (LIS) with peer institutions. Insights are shared based on 'lessons learned' in establishing the Web-based Information Science Education (WISE) consortium. Emphasis is placed on the three key elements of the WISE model of collaboration -- metrics for quality online education, faculty development in online pedagogy, and course share.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
  12. Meng, M.: ¬A conceptual framework for online education programs (1993) 0.01 
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    Abstract
    Stresses the differences between library user training programmes designed for paper besed systems and those for online databases, such as online catalogues. Clarifies 2 aspects of databases, the structure and the access method, and discusses the pitfalls of making analogies to print materials. Searches involving print materials are dominated by linear or sequential patterns, while online searches are dominated by spatial or juxtapositional patterns
  13. McNab, A.: ¬The potential of the Internet for teaching and learning (1994) 0.01 
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    Abstract
    With the increasing emphasis on student centered learning, the library at the university of Hull has taken several initiatives towards the creation of an awareness of networked electronic information resources on campus, encouraging their use in support of teaching and research. The 'free' access to Internet using JANET is explained, along with examples of the sort of data that can be browsed, and if required, downloaded. Discusses the use of Internet 'data' in computer based training is discussed, as well as e-mail and other online addresses (url). with some that might be useful to educationalists listed
  14. Nieuwenhuysen, P.: Development of slides about information retrieval : using a presentation software package (1995) 0.01 
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    Series
    Publications of Essen University Library; 18
  15. Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995) 0.01 
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    Source
    Journal of educational media and library sciences. 33(1995) no.1, S.68-78
  16. Hyland, M.; Mortimer, M.: Computer assisted learning and the teaching of cataloguing (1995) 0.01 
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    Abstract
    Discusses the benefits of computer assisted learning (CAL) in overcoming the problem of teaching practical cataloguing skills in already crowded library studies programmes. Describes the development of CatSkill, a CAL package offering a complete course in the use od AACR2R and machine readable cataloguing coding, and looks at the features of an effective CAL package
  17. Byers, D.F.; Wilson, L.: ¬The Web as a teaching tool (1996) 0.01 
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    Abstract
    WWW homepages can be used as an online teaching tool. The course homepage at the University of Cincinnati College and Engineering Library includes an assignment which step-by-step took students through the tasks of looking up books, journal articles and web sites to do their own retrieval in a variety of electronic systems
  18. Meer, P.F.V.; Rike, G.E.: Multimedia: meeting the demand for user education with a self instructional tutorial (1996) 0.01 
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    Abstract
    Describes the development and evaluation, at Western Michigan University, of a multimedia self instructional tutorial designed to introduce library services and teach basic skills in a cost effective manner. Reports results of an evaluation comparing the tutorial with traditional workbook instruction. No significant differences were found between the experimental and control groups, indicating that the tutorial was as effective as the workbook. Includes implications for user education, along with advice for developers of similar projects
  19. Rupp-Serrano, K.; Buchanen, N.: Using presentation software for computerised instruction (1992) 0.01 
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    Abstract
    Describes the use of presentation software, at Texas A&M University, for computer assisted instruction to train end users in the use of the OPAC. The software chosen for the University's Sterling C. Evans Library is Show Partner F/X. Major software attributes include: the ability to capture and download screens from NOTIS or other applications, including dialog searches and CD-ROM data bases; the ability to create original graphics and text
  20. Leach, B.: Computer-based CD-ROM tutorials : providing effective on-demand instruction (1993) 0.01 
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    Abstract
    Describes the work performed at Ohio State Univ., Biological Sciences Library, to develop a computer based user training tutorial to provide on demand instruction for student users of the CD-ROM databases: Aquatic Sciences and Fisheries Abstracts and Life Sciences Collection. Reports results of a survey performed to evaluate the tutorial indicating that it has been a success in the circumstances in which is was used. Although not an appropriate instructional tool for all students, it has proved a valuable addition to the library's CD-ROM instruction programme

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