Search (10 results, page 1 of 1)

  • × theme_ss:"Computer Based Training"
  • × type_ss:"m"
  1. Computerlernen und Autorensysteme (1989) 0.02 
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    Isbn
    3-87844-012-X
  2. Schulmeister, R.: Grundlagen hypermedialer Lernsysteme : Theorie, Didaktik, Design (1996) 0.02 
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    Isbn
    3-89319-xxx-x
  3. Berkel, T.: ¬Die relationale Datenbanksprache SQL (1992) 0.02 
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    Isbn
    3-89319-441-X
  4. Bibliotheken und lebenslanges Lernen : Lernarrangements in Bildungs- und Kultureinrichtungen (2001) 0.01 
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    Isbn
    3-7639-xxxx-x
  5. Tritsch, B.: Verteiltes Lernen in Computernetzen : Eine Tele-Media-Trainingsarchitektur (1997) 0.01 
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  6. Mair, D.: E-Learning: das Drehbuch : Handbuch für Medienautoren und Projektleiter (2005) 0.01 
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    Pages
    X, 219 S + CD-ROM
  7. Catherall, P.: Delivering e-learning for information services in higher education (2004) 0.01 
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    Isbn
    1-84334-095-X (hb)
  8. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.01 
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    Type
    b
  9. ¬The digital university : building a learning community (2002) 0.00 
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    Date
    22. 3.2008 14:43:03
  10. CSCL-Kompendium : Lehr und Handbuch zum computerunterstützten kooperativen Lernen (2004) 0.00 
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    Footnote
    Das zweite Kapitel beschreibt CSCL-Umgebungen wie z. B. Koordinationswerkzeuge zur Bildung von Lerngruppen (T. Reichling, A. Becks, O. Bresser und V Wulf ) oder die Kooperation in kleineren und in größeren Lerngruppen. Konzeptionell wertvoll sind insbesondere Beiträge von J. Haake, M. Wessner und P Dawabi über kooperative Lernräume sowie über neue Konzepte für die Lerngruppe (A.Kienle, T.Hermann u. a.) bzw. für den Lehrenden (M. Wessner, G. Schwab, J. Haake). Das dritte Kapitel ist der Didaktik gewidmet und enthält u. a. Beiträge über Lerngruppen, Moderation, Coaching und Medienwahl. Es endet mit einer originellen mediendidaktischen Konzeption (von M. Kerres, A. Nattland, I. Nübel) und mit interessanten "selbstorganisierenden Szenarien" (von P Arnold, E. Hornecker). Das vierte Kapitel spricht mit seinen Beiträgen über den CSCL-Entwicklungsprozess, Bedarfsanalysen, Software- und Systementwicklung sowie über Qualitätssicherung und "Normen und Standards für Lernmaterialien" nicht nur Informatiker an. Im fünften Kapitel wird über Anwendungen, Wirkungen und Potentiale von CSCL berichtet: CSCL in der Schule (J. Magenheim), als Herausforderung an die Lehrerbildung (C. Görlich, L. Humbert) sowie in Hochschulseminaren - mit zwei Beispielszenarien von A. Carell, A. Kienle und T. Hermann. Das Kapitel berichtet auch über CSCL im Fernstudium (P Arnold), in der Berufsausbildung (C. Lohr und R. Meyer), in der betrieblichen Weiterbildung (S. Lindstaedt et al.) sowie über CSCL für Lernbehinderte und Hochbegabte (H. Weber).

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