-
Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995)
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- Source
- New review of information networking. 1995, no.1, S.105-118
-
Creanor, L.; Durndell, H.; Primrose, C.: Library and study skills using hypertext : the TILT experience (1996)
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- Abstract
- When the Glasgow University Teaching with Independent Learning Technologies (TILT) project began in Jan 1993, its main aim was to demonstrate how IT could be successfully incorporated into university teaching within a single institution. 4 years later, TILT has demonstrated its value in many areas, particularly in library and study skills. More than 130 institutions both in the UK and overseas are now using the 5 hypertext information skills modules as a resource in their undergraduate teaching, and detailed evaluations of their effectiveness have been carried out. Discusses the development and evaluation of the courseware and details its transformation from Guide through Toolbook to WWW
-
Chan, H.C.; Wei, K.K.; Siau, K.L.: ¬A system for query comprehension (1997)
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- Source
- Information and software technology. 39(1997) no.3, S.141-148
-
Heaton, G.; Kaszuba, S.; D'Agostino, D.: ¬A HyperCard program to assist users at a self-help periodicals information center (1993)
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-
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
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- Source
- Journal of the American Society for Information Science and Technology. 58(2007) no.1, S.66-75
-
Kriegsman, S.: Catalog training for people who are not catalogers : the Colorado Digitization Project experience (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
-
Vishwanatham, R.; Wilkins, W.; Jevec, T.: ¬The Internet as a medium for online instruction (1997)
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- Abstract
- Describes the work of a task force of librarians, at Illinois University at Chicago, in developing an introductory course on the online searching of the Internet and which was conducted over the University's electronic mail network. The 16 lesson course was distributed via listserv to students, staff, residents, and faculty (some using university facilities and some using equipment at their home or office) in various locations throughout the state. Initially, more than 450 people subscribes. Subscribers received 2 lessons a week for 8 weeks. Lessons were made available via FTP ot gopher after initial distribution. Content included basic information, troubleshooting advice, and exercises for practice. Pre and post tests were conducted via listserv to assess the participants' prior knowledge and subsequent knowledge gain. Describes the development of the online course, discusses the results of pre and post tests, and notes the implications for the library's instructional role of using an online instruction medium
-
Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002)
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- Source
- Journal of the American Society for Information Science and technology. 53(2002) no.1, S.3-15
-
Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002)
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- Content
- Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452640.
-
Burgstahler, S.: Distance learning : the library's role in ensuring access to everyone (2002)
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- Content
- Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452622.
-
Harrison, L.: Access to online learning : the role of the courseware authoring tool developer (2002)
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- Content
- Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452631.
-
Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006)
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- Source
- Journal of the American Society for Information Science and Technology. 57(2006) no.3, S.299-305
-
Ferris, A.M.: Cataloging Internet resources using MARC21 and AACR2 : Online training for working catalogers (2002)
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
-
Ellett, R.: ¬An evaluation of the effectiveness of OCLC Online Computer Library Center's Web-based module on cataloging Internet resources using the Anglo-American Cataloging Rules and MARC21 (2002)
0.00
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- Footnote
- Beitrag eines Themenheftes: Education for cataloging and the organization of information: pitfalls and the pendulum; Part II
-
Pan, B.; Gay, G.; Saylor, J.; Hembrooke, H.: One digital library, two undergraduate casses, and four learning modules : uses of a digital library in cassrooms (2006)
0.00
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- Source
- Journal of the American Society for Information Science and Technology. 57(2006) no.10, S.1315-1325
-
Zimmermann, K.; Mimkes, J.; Kamke, H.U.: ¬An ontology framework for e-learning in the knowledge society (2006)
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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.
-
Scalise, K.; Bernbaum, D.J.; Timms, M.; Harrell, S.V.; Burmester, K.; Kennedy, C.A.; Wilson, M.: Adaptive technology for e-learning : principles and case studies of an emerging field (2007)
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- Source
- Journal of the American Society for Information Science and Technology. 58(2007) no.14, S.2295-2309
-
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)
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- Source
- Knowledge organization, information systems and other essays: Professor A. Neelameghan Festschrift. Ed. by K.S. Raghavan and K.N. Prasad
-
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
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- Source
- Journal of the American Society for Information Science and Technology. 59(2008) no.8, S.1313-1320
-
Díaz, P.: Usability of hypermedia educational e-books (2003)
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- Abstract
- To arrive at relevant and reliable conclusions concerning the usability of a hypermedia educational e-book, developers have to apply a well-defined evaluation procedure as well as a set of clear, concrete and measurable quality criteria. Evaluating an educational tool involves not only testing the user interface but also the didactic method, the instructional materials and the interaction mechanisms to prove whether or not they help users reach their goals for learning. This article presents a number of evaluation criteria for hypermedia educational e-books and describes how they are embedded into an evaluation procedure. This work is chiefly aimed at helping education developers evaluate their systems, as well as to provide them with guidance for addressing educational requirements during the design process. In recent years, more and more educational e-books are being created, whether by academics trying to keep pace with the advanced requirements of the virtual university or by publishers seeking to meet the increasing demand for educational resources that can be accessed anywhere and anytime, and that include multimedia information, hypertext links and powerful search and annotating mechanisms. To develop a useful educational e-book many things have to be considered, such as the reading patterns of users, accessibility for different types of users and computer platforms, copyright and legal issues, development of new business models and so on. Addressing usability is very important since e-books are interactive systems and, consequently, have to be designed with the needs of their users in mind. Evaluating usability involves analyzing whether systems are effective, efficient and secure for use; easy to learn and remember; and have a good utility. Any interactive system, as e-books are, has to be assessed to determine if it is really usable as well as useful. Such an evaluation is not only concerned with assessing the user interface but is also aimed at analyzing whether the system can be used in an efficient way to meet the needs of its users - who in the case of educational e-books are learners and teachers. Evaluation provides the opportunity to gather valuable information about design decisions. However, to be successful the evaluation has to be carefully planned and prepared so developers collect appropriate and reliable data from which to draw relevant conclusions.
