Search (59 results, page 1 of 3)

  • × theme_ss:"Computer Based Training"
  1. 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) 0.06 
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    Abstract
    The focus of the present research has been the development and the application to Virtual Archaeology of a Web-Based framework for Learning Objects indexing and retrieval. The paper presents the main outcomes of a experimentation carried out by an interdisciplinary group of Federico II University of Naples. Our equipe is composed by researchers both in ICT and in Humanities disciplines, in particular in the domain of Virtual Archaeology and Cultural Heritage Informatics in order to develop specific ICT methodological approaches to Virtual Archaeology. The methodological background is the progressive diffusion of Web 2.0 technologies and the attempt to analyze their impact and perspectives in the Cultural Heritage field. In particular, we approached the specific requirements of the so called Learning 2.0, and the possibility to improve the automation of modular courseware generation in Virtual Archaeology Didactics. The developed framework was called SEMANTICA, and it was applied to Virtual Archaeology Domain Ontologies in order to generate a didactic course in a semi-automated way. The main results of this test and the first students feedback on the course fruition will be presented and discussed..
    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
  2. Redeker, G.H.J.: Learning Objects : Sequenzierung auf Grundlage pädagogischer Metadaten (2004) 0.06 
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    Abstract
    Der primäre Fokus im Rahmen gegenwärtiger Standardisierungsdiskussionen zu Lerntechnologien liegt auf oekonomischen und technischen Aspekten. Ueberraschend wenig diskutiert werden dagegen instruktionelle bzw didaktische Optionen, die sich aus dem Leaming-Object-Ansatz ergeben. Zielsetzung des vorliegenden Beitrags ist es, eine didaktische Taxonomie und Meta Beschreibung für Leaming-Objects vorzustellen. Darauf aufbauend werden Moglichkeiten zur Beschreibung komplexer didaktischer Navigationsstrukturen und zur Sequenzierung von Learning-Objects dargestellt.
  3. Guo, Z.; Lu, X.; Li, Yuan; Li, Yifan: ¬A framework of students' reasons for using CMC media in learning contexts : a structural approach (2011) 0.06 
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    Source
    Journal of the American Society for Information Science and Technology. 62(2011) no.11, S.2182-2200
  4. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.06 
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    Date
    1. 8.1996 22:08:06
    Source
    Computer networks and ISDN systems. 30(1998) nos.1/7, S.301-307
  5. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.06 
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    Date
    1. 8.1996 22:08:06
    Source
    Computer networks and ISDN systems. 30(1998) nos.1/7, S.634-635
  6. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.06 
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    Date
    1. 8.1996 22:08:06
    Source
    Computer networks and ISDN systems. 30(1998) nos.1/7, S.291-300
  7. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.05 
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    Date
    1. 8.1996 22:08:06
    Source
    Computer networks and ISDN systems. 30(1998) nos.1/7, S.745-746
  8. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.05 
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    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.
  9. Quinn, C.N.; Boesen, M.; Kedziar, D.: Designing multimedia environments for thinking skill practices (1993) 0.04 
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    Abstract
    Describes a story-based, complex content learning environment that provides generative support. Describes a system based on the story method in the form of interactive, reader-controlled adventure games. The system enables learners to not only control the characters but also to manipulate the objects in the story
  10. Lehrer, M.: Lust auf fremde Sprachen : Sehen, hören, nachsprechen: Multimedia-CDs machen das Lernen zum Vergnügen (1996) 0.03 
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    Source
    Kölner Stadtanzeiger. Nr.209 vom 7./8.9.1996, Mod.Zeiten S.7
  11. Tallon, J.L.: Computer-assisted-instruction and the university library (1982) 0.03 
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    Source
    Canadian journal of information science. 7(1982) June, S.49-55
  12. Karampiperis, P.; Sampson, D.: Supporting accessible hypermedia in web-based educational systems : defining an accessibility application profile for learning resources (2004) 0.03 
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    Abstract
    The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.
  13. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.02 
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    Date
    11. 8.2002 15:05:22
  14. 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
  15. Stang, R.: Lernarrangements und Wissensangebote gestalten : Anregungen für Kultur- und Weiterbildungseinrichtungen (2002) 0.02 
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    Date
    7. 3.2002 19:39:15
  16. Swertz, C.: Webdidaktik : Effiziente Inhaltsproduktion für netzbasierte Trainings (2004) 0.02 
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    Series
    Fortschritte in der Wissensorganisation; Bd.7
    Source
    Wissensorganisation und Edutainment: Wissen im Spannungsfeld von Gesellschaft, Gestaltung und Industrie. Proceedings der 7. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation, Berlin, 21.-23.3.2001. Hrsg.: C. Lehner, H.P. Ohly u. G. Rahmstorf
  17. 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
  18. Möhrle, M.G.: Im Wettbewerb : klassische Autorensysteme versus objektorientierte Oberflächen (1992) 0.02 
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    Series
    Schriften zur Informationswissenschaft; Bd.7
  19. Pfleger, C.: ¬Die Didaktik des Fernunterrichts in Formalerschließung unter besonderer Berücksichtigung von Lernprogrammen (2003) 0.02 
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    Isbn
    3-8325-0022-7
  20. Untiet-Kepp, S.-J.; Rösler, A.; Griesbaum, J.: CollabUni - Social Software zur Unterstützung kollaborativen Wissensmanagements und selbstgesteuerten Lernens (2010) 0.02 
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    Source
    Information - Wissenschaft und Praxis. 61(2010) H.6/7, S.413-414

Authors

Years

Languages

  • d 30
  • e 29

Types

Themes

Subjects

Classifications