Search (2 results, page 1 of 1)

  • × theme_ss:"Ausbildung"
  • × theme_ss:"Computer Based Training"
  1. Yi, H.: Library instruction goes online : an inevitable trend (2005) 0.03 
    0.031033058 = product of:
  0.062066115 = sum of:
    0.062066115 = product of:
      0.12413223 = sum of:
        0.12413223 = weight(_text_:plus in 4726) [ClassicSimilarity], result of:
          0.12413223 = score(doc=4726,freq=2.0), product of:
            0.3641023 = queryWeight, product of:
              6.1714344 = idf(docFreq=250, maxDocs=44218)
              0.058998004 = queryNorm
            0.3409268 = fieldWeight in 4726, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              6.1714344 = idf(docFreq=250, 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.
  2. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.01 
    0.01227635 = product of:
  0.0245527 = sum of:
    0.0245527 = product of:
      0.073658094 = sum of:
        0.073658094 = weight(_text_:objects in 4356) [ClassicSimilarity], result of:
          0.073658094 = score(doc=4356,freq=2.0), product of:
            0.31357858 = queryWeight, product of:
              5.315071 = idf(docFreq=590, maxDocs=44218)
              0.058998004 = queryNorm
            0.23489517 = fieldWeight in 4356, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.315071 = idf(docFreq=590, maxDocs=44218)
              0.03125 = fieldNorm(doc=4356)
      0.33333334 = coord(1/3)
  0.5 = coord(1/2)
    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.

Authors