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  • × theme_ss:"Computer Based Training"
  1. E-Learning weltweit : Lernen und Lehren (2005) 0.01 
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    Content
    Bundesweite Förderprogramme und Landesinitiativen zur Verbreitung des computergestützten Lernens in der Aus- und Weiterbildung gaben den Ausschlag für eine Untersuchung des Einsatzes von E-Learning an deutschen Hochschulen. Durchgeführt wurde sie vom Institut für Medien- und Kompetenzforschung und dem Multimedia Kontor Hamburg. Gegründet wurde das Kontor von den staatlichen Hochschulen in Hamburg, die sich in einem gemeinsamen E-Learning-Consortium . zusammengeschlossen hallen. Das Kernergebnis der Studie, an der sich vor allem Hochschulen beteiligt haben, die diese neue Lernform tatsächlich einsetzen, lautet: E-LearnIng ist Bestandteil, aber nicht Alltag in der Hochschule. Danach setzt die Mehrheit von 86 der 95 befragten Hochschulen Computer in Lehrveranstal- tungen ein. Vor allem an großen und staatlichen Einrichtungen werden computergestützte Lernformen angeboten. Bei den Lernangeboten handelt es sich an 63 Hochschulen um Präsenzveranstaltungen mit Online-Unterstützung. Blended-Learning-Arrangements, also allgemein netzgestützte Angebote, und reine Online-Studiengänge werden nur an 40 beziehungsweise 22 Lehrstätten angeboten. Durchschnittlich setzen neun von zehn befragten Hochschulen aktuell E-Learning in ihren Lehrveranstaltungen ein. Ziel der Untersuchung war es auch, zu ermitteln, wie E-Learning-Angebote innerhalb verschiedener Studiengänge genutzt werden. Die Verfasser kommen zu dem Schluss, dass die Differenzierung der E-Learning-Angebote nach Fächergruppen deutliche Schwerpunkte erkennen lässt. So sind Disziplinen mit ausgeprägter Computeraffinität wie Informatik und Ingenieurwissenschaften neben Fächern mit hohen Studierendenzahlen wie etwa Wirtschafts- und Sozialwissenschaften klare Vorreiter in der neuen computergestützten Hochschullehre. Im Mittelfeld finden sich dagegen kreativ-gestalterische Studiengänge wie Kunst, Design und Mediengestaltung sowie Sprach- und Kulturwissenschaften, aber auch Natur- und Umweltwissenschaften. Für diese lässt sich vermuten, dass aufgrund ihres hohen Praxisanteils der Computer hier nur bedingt zum Einsatz kommen kann. Dass Rechtswissenschaften und Technikstudiengänge auf den hinteren Plätzen rangieren, kann kaum überraschen. Denn hier wird der Computer nur selten als LehrLern-Medium eingesetzt. Anders sieht es aus in den medizinisch-pharmazeutischen Disziplinen. Denn in der Medizinerausbildung und -praxis kommen Computer häufig zum Einsatz. Die niedrigen Einsatzzahlen müssen daher erstaunen. Neben der Ermittlung des Umfangs und der Verteilung auf unterschiedliche Studiengänge analysierten die Autoren die Akzeptanzwerte von E-Learning-Angeboten. Befragt wurden, Hochschulvertreter. Die waren selbst weniger im Hochschulbetrieb eingebunden, sondern bekleideten Leitungspositionen. Rund die Hälfte von ihnen denkt, dass Lehrende gegenüber dem Einsatz von E-Learning-Angeboten positiv eingestellt sind. Jeder Neunte glaubt hingegen an eine Befürwortung klassischer Präsenzveranstaltungen. Eine höhere Akzeptanz vermuten die Befragten dabei bei den Lehrenden von Fachhochschulen. Auch den Studierenden insgesamt werden höhere Akzeptanzwerte bescheinigt. Die Befragten schätzen dabei aber, dass nur bis zu fünf Prozent aller Studierenden gegenwärtig mit E-Learning arbeiten. Die Befragten geben ferner Auskunft darüber, wie sie die Lernergebnisse unter Einsatz neuer Techniken einschätzen. Nur ein Viertel schätzt dabei die Qualität von Prüfungsergebnissen beim E-Learning im Vergleich zu Präsenzveranstaltungen als besser ein. Jeder Zweite kann keinen Qualitätsunterschied ausmachen. Allerdings geht die Hälfte der befragten Hochschulmitarbeiter davon aus, dass die Nutzer den neuen Technologie bis 2007 bessere Eregbnisse in Tests erzielen werden. Entsprechend prognostizieren die Befragten einen Anstieg der studentischen E-Learning-Nutzer innerhalb der nächsten Jahre: Drei von vier Hochschulvertretern kommen zu dem Schluss, dass künftig mehr Studierende mit Hilfe des Computers lernen werden."
    Type
    a
  2. Turner, A.: Computer-assisted-instruction in academic libraries (1990) 0.00 
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  3. Culkin, P.B.: Computer based public access systems : a forum for library instruction (1980) 0.00 
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  4. Steeples, C.: ¬A computer-mediated learning enviroment for adult learners : supporting collaboration and self-direction (1993) 0.00 
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    Abstract
    Describes a hypermedia system structured as knowledge construction tools for supporting knowledge construction activities and the required intellectual processes. Describes JITOL, a powerful computer mediated communication environment to support distance learning. The system supports communal access and contribution to a hypermedia knowledge base
    Type
    a
  5. Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995) 0.00 
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    Abstract
    Outlines a systematic instructional design model for developing a multimedia computer assisted instruction (CAI) courseware. The model illustrates roles and tasks as 2 dimensions necessary in a CAI production teamwork. Presents 4 major components of the process: analysis; design, development; and revision and evaluation. Identifies 8 roles that go with each component skills. Concludes that the model will be usefull in serving as a framework for developing a multimedia CAI courseware for rducators, instructional designers and CAI industry developers
    Type
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  6. Lawson, V.L.: Using a computer-assisted-instruction program to replace the traditional library tour : an experimental study (1989) 0.00 
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  7. Palmeter, S.; Elkerton, J.; Baggett, P.: Animated demonstrations vs written instructions for learning procedural tasks : a preliminary investigation (1991) 0.00 
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  8. Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.00 
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  9. Arruarte, A.; Fernandez-Castro, I.; Greer, J.: ¬The CLAI model : a cognitive theory of instruction to guide ITS development (1996) 0.00 
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    Abstract
    Presents a pragmatic cognitive theory of instruction, the CLAI model (Cognitive Learning from Automated Instruction), which is intended to be a theory practically useful for developing real instructional systems. Defines learning from a cognitive perspective as well as a generation view of learning from instruction, and in particular from automatic instruction. Sets out different instructional theories relating cognitive processes and instructional events, and the CLAI model of instruction for intelligent tutoring systems (ITS). Illustrates a practical approach for ITS development and gives an example of integration of the model inside an automated tutor architecture
    Type
    a
  10. 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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    Abstract
    In this article, we assess the usability in an Internet-based system for e-learning in a cross-cultural environment. The context of the evaluation and testing was a training program launched with the intention of introducing and promoting a new way of learning about and understanding the emerging technologies in regions with a low educational level and a high unemployment rate. The aim of the study was to assess the usability of the e-learning system with different methods and approaches to get a good assessment of its learnability and applicability in various circumstances.
    Type
    a
  11. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.00 
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    Abstract
    The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.
    Type
    a
  12. Devadason, F.J.; Devadason, R.: TEPACIS: a teaching package on CDS/ISIS (1994) 0.00 
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    Abstract
    TEPACIS is a computer assisted instruction package on CDS/ISIS which simulates the running of CDS/ISIS by allowing and accepting keyboard input of command codes and data. It is divided into 16 chapters, each presenting background information and guiding the learner to interact with CDS/ISIS in a simulated environment. TEPACIS includes enough background information on database formats, steps ind esigning a database, inverted index files, and so on, to make it useful to those interested in bibliographic databases in general. A second part, dealing with more advanced features of the software, is being developed
    Type
    a
  13. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
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    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
    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.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
    Type
    a
  14. Freeman, H.; Rouse, R.; Hilton, A.: Making the most of electronic databases : computer based tutorials for CD-ROM network (1995) 0.00 
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    Abstract
    The library at De Montfort University, UK, has an established reputation for user education and support through its academic and subject librarians. Because the new technologies of CD-ROM, online databases and computer networks were being inefficiently used by students, the Student Learning Development Centre developed a brief for a tutorial package that would enable students to develop quality search strategies and skills for electronically sourced information. Describes the product, a mixed media package consisting of a computer based tutorial and a paper based workbook, and discusses the development of the CD-ROM network
    Type
    a
  15. Large, A.: Hypertext instructional programs and learner control : a research review (1996) 0.00 
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    Abstract
    Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can exchange a linear progression for a more individualised exploration of the material. When designing instructional hypertext prgrammes, decisions must be taken on the degree of learner control rather than programme control. Learner control gives to the individual learner a control over the learning strategy; programme control imposes upon the learner, to some degree at least, that strategy. Discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control
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    a
  16. Hansen, E.J.: Interactive video for reflection : learning theory and a new use of the medium (1994) 0.00 
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    Abstract
    Interactive video's uses in the areas of psychological skills training has so far been unsuccessful. Discusses the nature of interactive video and its 2 most common instructional approaches. Describes a new model for the acqusisition of complex interpersonal skills. Outlines principles for a different approach to interactive video that might help the medium play a significant role in the teaching or prefessional interpersonal skills
    Type
    a
  17. Leach, B.: Computer-based CD-ROM tutorials : providing effective on-demand instruction (1993) 0.00 
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    Abstract
    Describes the work performed at Ohio State Univ., Biological Sciences Library, to develop a computer based user training tutorial to provide on demand instruction for student users of the CD-ROM databases: Aquatic Sciences and Fisheries Abstracts and Life Sciences Collection. Reports results of a survey performed to evaluate the tutorial indicating that it has been a success in the circumstances in which is was used. Although not an appropriate instructional tool for all students, it has proved a valuable addition to the library's CD-ROM instruction programme
    Type
    a
  18. Search, P.: HyperGlyphs: using design and language to define hypermedia navigation (1993) 0.00 
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    Abstract
    Describes a method for navigating and learning from a complex, content-based hypermedia system. Employs HyperGlyphs a semiotically-relevant graphics for depicting information in the knowledge base. The interface in any system needs to rationally support the task being performed by providng access to system functionality in a logical simple way
    Type
    a
  19. Quinn, C.N.; Boesen, M.; Kedziar, D.: Designing multimedia environments for thinking skill practices (1993) 0.00 
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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
    Type
    a
  20. Ramaiah, C.K.: Is hypertext a more flexible tool for education? (1992) 0.00 
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    Abstract
    Reviews briefly hypertext techniques in information handling and retrieval and defines its salient features. Focuses on its strengths and weaknesses as a teaching tool and its potential impact on education
    Type
    a

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