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  • × language_ss:"e"
  • × theme_ss:"Computer Based Training"
  1. ¬The digital university : building a learning community (2002) 0.03 
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    Date
    22. 3.2008 14:43:03
    LCSH
    Education, Higher / Great Britain / Data processing
    Subject
    Education, Higher / Great Britain / Data processing
  2. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.02 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
  3. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.02 
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    Date
    27. 1.1996 18:22:06
  4. McNab, A.: ¬The potential of the Internet for teaching and learning (1994) 0.02 
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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
  5. Emmons, S.R.; Light, R.P.; Börner, K.: MOOC visual analytics : empowering students, teachers, researchers, and platform developers of massively open online courses (2017) 0.02 
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    Abstract
    Along with significant opportunities, Massively Open Online Courses (MOOCs) provide major challenges to students (keeping track of course materials and effectively interacting with teachers and fellow students), teachers (managing thousands of students and supporting their learning progress), researchers (understanding how students interact with materials and each other), and MOOC platform developers (supporting effective course design and delivery in a scalable way). This article demonstrates the use of data analysis and visualization as a means to empower students, teachers, researchers, and platform developers by making large volumes of data easy to understand. First, we introduce the insight needs of different stakeholder groups. Second, we compare the wide variety of data provided by major MOOC platforms. Third, we present a novel framework that distinguishes visualizations by the type of questions they answer. We then review the state of the art MOOC visual analytics using a tabulation of stakeholder needs versus visual analytics workflow types. Finally, we present new data analysis and visualization workflows for statistical, geospatial, and topical insights. The workflows have been optimized and validated in the Information Visualization MOOC (IVMOOC) annually taught at Indiana University since 2013. All workflows, sample data, and visualizations are provided at http://cns.iu.edu/2016-MOOCVis.html.
  6. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.01 
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    Date
    27.11.1995 17:07:22
  7. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  8. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  9. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  10. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.01 
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    Date
    13. 7.1998 22:01:14
  11. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  12. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.01 
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    Date
    10. 2.2008 14:22:00
  13. Devadason, F.J.; Devadason, R.: TEPACIS: a teaching package on CDS/ISIS (1994) 0.01 
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    Abstract
    TEPACIS is a computer assisted instruction package on CDS/ISIS which simulates the running of CDS/ISIS by allowing and accepting keyboard input of command codes and data. It is divided into 16 chapters, each presenting background information and guiding the learner to interact with CDS/ISIS in a simulated environment. TEPACIS includes enough background information on database formats, steps ind esigning a database, inverted index files, and so on, to make it useful to those interested in bibliographic databases in general. A second part, dealing with more advanced features of the software, is being developed
  14. 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
  15. Wood, F.; Ford, N.; Miller, D.; Sobczyk, G.; Duffin, R.: Information skills, searching behaviour and cognitive styles for student-centred learning : a computer-assisted learning approach (1996) 0.01 
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    Source
    Journal of information science. 22(1996) no.2, S.79-92
  16. Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011) 0.01 
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    Date
    22. 1.2011 14:25:32
  17. 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
  18. 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) 0.01 
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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
  19. Zimmermann, K.; Mimkes, J.; Kamke, H.U.: ¬An ontology framework for e-learning in the knowledge society (2006) 0.01 
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    Abstract
    Efficient knowledge management is essential within the information society. Life long learning as well as the use of new media have lead to e-Learning of different kinds. In order to combine existing resources, a general description of this topic is needed. The semantic web aims at making these meta data machine understandable. In this paper we present our Ontology Framework for e-Learning. After the introduction we review existing approaches and describe our general view of the concepts. In chapter 4 and 5 we present different views of our framework aimed at the intended application areas as material or user centred approaches and end up with the conclusions.
  20. Liu, X.; Jia, H.: Answering academic questions for education by recommending cyberlearning resources (2013) 0.01 
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    Abstract
    In this study, we design an innovative method for answering students' or scholars' academic questions (for a specific scientific publication) by automatically recommending e-learning resources in a cyber-infrastructure-enabled learning environment to enhance the learning experiences of students and scholars. By using information retrieval and metasearch methodologies, different types of referential metadata (related Wikipedia pages, data sets, source code, video lectures, presentation slides, and online tutorials) for an assortment of publications and scientific topics will be automatically retrieved, associated, and ranked (via the language model and the inference network model) to provide easily understandable cyberlearning resources to answer students' questions. We also designed an experimental system to automatically answer students' questions for a specific academic publication and then evaluated the quality of the answers (the recommended resources) using mean reciprocal rank and normalized discounted cumulative gain. After examining preliminary evaluation results and student feedback, we found that cyberlearning resources can provide high-quality and straightforward answers for students' and scholars' questions concerning the content of academic publications.

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