Search (23 results, page 1 of 2)

  • × theme_ss:"Computer Based Training"
  1. (e)Pedagogy - visual knowledge building : rethinking art and new media in education (2005) 0.03 
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    Abstract
    The accelerating «iconic turn» in our society today increasingly demands the interactive representation of contextual knowledge. At the same time the use of Web based learning environments highlight the audio-visual dimension of (e)pedagogy and the move towards practical, project-oriented curricula. Regardless of the educational field pedagogical expertise thus requires more and more understanding and control of visual elements and their interpretations. There is a growing need for visually oriented pedagogical experts such as teachers, tutors, designers and developers who are capable of community knowledge building and collaboration with other experts from different fields from both private and public sectors. The book intends to illuminate scientific and programmatic excerpts from an international community of researchers, practitioners, teachers and scholars working in interrelated fields such as Aesthetic Education, ePedagogy Design - Visual Knowledge Building, Visual Education, Art Education, Media Pedagogy and Intermedia Art Education.
  2. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.03 
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    Date
    11. 8.2002 15:05:22
  3. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.03 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
  4. 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
  5. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.02 
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    Date
    27.11.1995 17:07:22
  6. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.02 
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    Date
    1. 8.1996 22:08:06
  7. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.02 
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    Date
    1. 8.1996 22:08:06
  8. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.02 
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    Date
    1. 8.1996 22:08:06
  9. Franke, F.; Scholle, U.: "Neue Schulungen braucht das Land" : Ergebnisse von zwei Fortbildungsveranstaltungen des Hochschulbibliothekszentrums Nordrhein-Westfalen über die Vermittlung von Informationskompetenz durch DV-basierte Schulungsangebote (2003) 0.02 
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    Abstract
    Wie müssen wir virtuelle Rundgänge und Online-Tutorials gestalten, damit sie ihre Zielgruppe auch wirklich erreichen? Worauf müssen wir bei einer guten Präsentation unseres OPACs achten? Was machen wir mit großen Schülergruppen? Diesen Fragen stellten sich insgesamt 22 Bibliothekarinnen und Bibliothekare in Münster und Köln während zweier Fortbildungsveranstaltungen des HBZ im Juni 2003. Ziel der jeweils zweitägigen Workshops, die in Zusammenarbeit mit der Adhoc-Arbeitsgruppe "Informationskompetenz" der AG der Universitätsbibliotheken im VBNW konzipiert wurden, waren Konzepte und erste Schritte zur Umsetzung von elektronischen Angeboten zur Vermittlung von Bibliotheksbzw. Informationskompetenz. Dem voraus ging die konstruktive Bewertung von bereits existierenden Materialien, die zum einen von den Teilnehmern aus ihren Bibliotheken mitgebracht wurden, zum anderen über Bibliotheks-Homepages abrufbar waren. Die Teilnehmer, die in ihren Bibliotheken bereits Benutzerschulungen konzipieren und durchführen, beschäftigten sich dabei in Gruppen u.a. mit den Themen - Virtuelle Rundgänge, - Online-Tutorials - Bibliothekseinführungen für Schüler und Erstsemester - Präsentationen von Online-Katalog und Methoden zur Literatursuche. Im Folgenden werden einige wesentliche und manchmal durchaus kontrovers diskutierte Ergebnisse und Thesen wiedergegeben, die sich aus der Arbeit der Teilnehmer ergeben haben. Sie erheben keinen Anspruch auf Ausgewogenheit oder Vollständigkeit, können aber als Anregungen und Diskussionsgrundlage für zukünftige Projekte dienen.
    Date
    31.12.2003 18:22:26
  10. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.02 
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    Date
    13. 7.1998 22:01:14
  11. Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998) 0.02 
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    Source
    Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21
  12. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.02 
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    Date
    1. 8.1996 22:08:06
  13. Poetzsch, E.; Porschien, J.; Quosig, D.: ¬Das Online-Tutorial als Lehr- und Lernmedium : Modell für die methodisch-didaktische Umsetzung eines Lehrbuches in ein Online-Tutorial (2005) 0.02 
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    Date
    22. 5.2005 10:39:09
  14. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.02 
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    Date
    10. 2.2008 14:22:00
  15. Harrer, A.; Lohmann, S.: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse (2008) 0.02 
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    Date
    21. 6.2009 12:22:44
  16. 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
  17. kro: Nüchterne Analyse nach dem Internet-Rausch : Buchhandels-Verband (2002) 0.01 
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    Date
    13. 1.2002 18:22:16
  18. 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
  19. Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006) 0.01 
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    Footnote
    Rez. in: JASIST 59(2008) no.9, S.1531. (C. Caldeira): "Successful, real-world organizations employ groups to get work done. Despite the large number of years of collaborative models in work-group paradigm, it is a little surprising that there are very few books about the subject. Furthermore, most of those studies are mainly focused on work group performance management and work productivity. This text belongs to the advanced type, and is a valuable resource for graduate students in a wide range of courses and for a large spectrum of professionals interested in collaborative work. Due to its advanced level, some topics are relatively difficult to understand if the reader does not have some background in collaborative work and group cognition. Students who use this book will rapidly understand the most important topics of the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning, and their relation to the business world of our days. The main concern and fundamental idea of this book is to set its focus primarily on work group, and not on individuals. Stahl's baseline is to use the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning to conduct comparative studies on group interaction, group meaning, group cognition, group discourse, and thinking. The book is divided into three distinct parts. The first one is about the design of computer support for collaborative work and presents eight studies centered on software tools and their particular applications: The first three are AI applications for collaborative computer-supported cooperative work and computer-supported collaborative learning, the fourth and the fifth are about collaborative media, and the last ones are a combination of computational technology and collaborative functions. The second part is focused on the analysis on knowledge building in the collaborative work of small groups. It is developed with support on five essays published by Stahl from 2000 to 2004. In the first of those chapters, he describes a model of collaborative knowledge building and how to share knowledge production. The second criticizes some cooperative work and collaborative learning research methodologies that make the collaborative phenomena hard to perceive. The remaining chapters mostly provide mechanisms to understand in new and better ways collaborative processes. The third part contains the theoretical corpus of the book. Chapters 14 through 21 contain the most recent of Stahl's contributions to the theoretical foundations of computer-supported cooperative work and computer-supported collaborative learning. Chapters 16 to 18 provide much material about topics directly related to group cognition research and collaborative work in modern organizations. Finally, the last part of the book contains an exhaustive list of references that will be of great value to all interested in the multiple aspects and fields of cooperative work and collaborative learning."
  20. 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

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  • e 15
  • d 8

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