Search (111 results, page 1 of 6)

  • × year_i:[2000 TO 2010}
  • × theme_ss:"Computer Based Training"
  1. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.04 
    0.04149951 = product of:
  0.08299902 = sum of:
    0.08299902 = sum of:
      0.008118451 = weight(_text_:a in 1512) [ClassicSimilarity], result of:
        0.008118451 = score(doc=1512,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.15287387 = fieldWeight in 1512, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.09375 = fieldNorm(doc=1512)
      0.07488057 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
        0.07488057 = score(doc=1512,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.46428138 = fieldWeight in 1512, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.09375 = fieldNorm(doc=1512)
  0.5 = coord(1/2)
    Date
    11. 8.2002 15:05:22
    Type
    a
  2. Harrer, A.; Lohmann, S.: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse (2008) 0.03 
    0.025188856 = product of:
  0.05037771 = sum of:
    0.05037771 = sum of:
      0.00669738 = weight(_text_:a in 2889) [ClassicSimilarity], result of:
        0.00669738 = score(doc=2889,freq=4.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.12611452 = fieldWeight in 2889, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.0546875 = fieldNorm(doc=2889)
      0.043680333 = weight(_text_:22 in 2889) [ClassicSimilarity], result of:
        0.043680333 = score(doc=2889,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.2708308 = fieldWeight in 2889, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=2889)
  0.5 = coord(1/2)
    Date
    21. 6.2009 12:22:44
    Type
    a
  3. 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 
    0.024208048 = product of:
  0.048416097 = sum of:
    0.048416097 = sum of:
      0.0047357627 = weight(_text_:a in 3415) [ClassicSimilarity], result of:
        0.0047357627 = score(doc=3415,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.089176424 = fieldWeight in 3415, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.0546875 = fieldNorm(doc=3415)
      0.043680333 = weight(_text_:22 in 3415) [ClassicSimilarity], result of:
        0.043680333 = score(doc=3415,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.2708308 = fieldWeight in 3415, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=3415)
  0.5 = coord(1/2)
    Date
    22. 5.2005 10:39:09
    Type
    a
  4. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.02 
    0.024208048 = product of:
  0.048416097 = sum of:
    0.048416097 = sum of:
      0.0047357627 = weight(_text_:a in 1391) [ClassicSimilarity], result of:
        0.0047357627 = score(doc=1391,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.089176424 = fieldWeight in 1391, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1391)
      0.043680333 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
        0.043680333 = score(doc=1391,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.2708308 = fieldWeight in 1391, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1391)
  0.5 = coord(1/2)
    Date
    10. 2.2008 14:22:00
    Type
    a
  5. 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 
    0.023753243 = product of:
  0.047506485 = sum of:
    0.047506485 = sum of:
      0.0033826875 = weight(_text_:a in 2019) [ClassicSimilarity], result of:
        0.0033826875 = score(doc=2019,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.06369744 = fieldWeight in 2019, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.0390625 = fieldNorm(doc=2019)
      0.0441238 = weight(_text_:22 in 2019) [ClassicSimilarity], result of:
        0.0441238 = score(doc=2019,freq=4.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.27358043 = fieldWeight in 2019, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.0390625 = fieldNorm(doc=2019)
  0.5 = coord(1/2)
    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
    Type
    a
  6. kro: Nüchterne Analyse nach dem Internet-Rausch : Buchhandels-Verband (2002) 0.02 
    0.020749755 = product of:
  0.04149951 = sum of:
    0.04149951 = sum of:
      0.0040592253 = weight(_text_:a in 3109) [ClassicSimilarity], result of:
        0.0040592253 = score(doc=3109,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.07643694 = fieldWeight in 3109, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046875 = fieldNorm(doc=3109)
      0.037440285 = weight(_text_:22 in 3109) [ClassicSimilarity], result of:
        0.037440285 = score(doc=3109,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.23214069 = fieldWeight in 3109, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046875 = fieldNorm(doc=3109)
  0.5 = coord(1/2)
    Date
    13. 1.2002 18:22:16
    Type
    a
  7. ¬The digital university : building a learning community (2002) 0.01 
    0.01482369 = product of:
  0.02964738 = sum of:
    0.02964738 = sum of:
      0.0046871896 = weight(_text_:a in 1782) [ClassicSimilarity], result of:
        0.0046871896 = score(doc=1782,freq=6.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.088261776 = fieldWeight in 1782, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.03125 = fieldNorm(doc=1782)
      0.02496019 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
        0.02496019 = score(doc=1782,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.15476047 = fieldWeight in 1782, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.03125 = fieldNorm(doc=1782)
  0.5 = coord(1/2)
    Abstract
    University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.
    Date
    22. 3.2008 14:43:03
  8. Körkel, T.: Internet für Hörer aller Fakultäten (2002) 0.01 
    0.008645732 = product of:
  0.017291464 = sum of:
    0.017291464 = sum of:
      0.0016913437 = weight(_text_:a in 1219) [ClassicSimilarity], result of:
        0.0016913437 = score(doc=1219,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.03184872 = fieldWeight in 1219, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.01953125 = fieldNorm(doc=1219)
      0.01560012 = weight(_text_:22 in 1219) [ClassicSimilarity], result of:
        0.01560012 = score(doc=1219,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.09672529 = fieldWeight in 1219, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.01953125 = fieldNorm(doc=1219)
  0.5 = coord(1/2)
    Abstract
    Ähnlich spektakulär und informativ präsentieren sich auch die Astronomen: Ihr schier unerschöpflicher Fundus von Bildern und Filmen macht das "elektronische Universum" auf http://zebu.uoregon.edu ebenso einen Klick wert wie die Geschichte von "Geburt und Tod der Sterne" auf demselben Server (http://zebu.uoregon.edu/~js/astl22). Schnell gerät der Wissensdurstige auf reizvolle Seitenpfade, denn viele Vorlesungen glänzen mit sorgfältig zusammengestellten Linklisten. Die führen zum Beispiel zu den "Chemischen Briefen" Justus von Liebigs, wie sie im 19. Jahrhundert zunächst als Wissenschaftskolumne in der Augsburger Allgemeinen Zeitung erschienen (www.liebig-museum.de/chbriefe/homepage.htm). Selbst die Alchemie - neunzig ansprechend präsentierte Megabyte auf www.alchemywebsite. com - verleitet zum Verweilen. Historisches ist, weil nicht stets aktualisierungsbedürftig, ohnehin beliebt im Netz. So wartet etwa die Universität Groningen (Niederlande) mit einem voluminösen Hypertext auf, praktisch ein komplettes Lehrbuch der amerikanischen Geschichte mit Texten, Essays und Präsidentenbiografien (http://odur.let.rug.nl/usanew). Noch weiter zurück in die Vergangenheit reicht eine Anthropologen-Website über den Ursprung des Menschen (www.geocities.com/Athens/Acropolis/5579/TA.html). Verspieltere Naturen werden dort zuerst fossile Schädel zuzuordnen versuchen ("Name That Skull") oder einem Anthropologiestudenten beim Wurf des Atlatl zusehen. Dieser frühe Wurfspeer machte schon den Mammuts zu schaffen und drang noch vor wenigen hundert Jahren durch die eiserne Rüstung spanischer Konquistadoren. Selbst Angewandtes bietet die World Lecture Hall. Etwa die "Geschichte der ökonomischen Denkweise" einschließlich eines 22-Minuten-"Interviews" mit Karl Marx auf www.boisestate.edu/econ/lreynol/web/het.htm. Oder Online-Sprachkurse: Wollof und Xhosa, Suaheli und Sanskrit lehrt http://www.word2word.vorn/courscad.html. Surfen allein fördert die akademische Karriere allerdings nicht unbedingt. Wer of fizielle Online-Zertifikate in Deutschland anstrebt, findet in dem Beitrag "Virtuelle Universität im Selbstversuch" (Spektrum der Wissenschaft 11/ 2001, S. 109) gute Startpunkte für das Studieren im Netz, angefangen bei - na wo wohl? - www.studieren-irre-netz.de."
    Type
    a
  9. E-Learning weltweit : Lernen und Lehren (2005) 0.01 
    0.008645732 = product of:
  0.017291464 = sum of:
    0.017291464 = sum of:
      0.0016913437 = weight(_text_:a in 3224) [ClassicSimilarity], result of:
        0.0016913437 = score(doc=3224,freq=2.0), product of:
          0.053105544 = queryWeight, product of:
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.046056706 = queryNorm
          0.03184872 = fieldWeight in 3224, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.153047 = idf(docFreq=37942, maxDocs=44218)
            0.01953125 = fieldNorm(doc=3224)
      0.01560012 = weight(_text_:22 in 3224) [ClassicSimilarity], result of:
        0.01560012 = score(doc=3224,freq=2.0), product of:
          0.16128273 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046056706 = queryNorm
          0.09672529 = fieldWeight in 3224, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.01953125 = fieldNorm(doc=3224)
  0.5 = coord(1/2)
    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
  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 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 1267) [ClassicSimilarity], result of:
          0.01339476 = score(doc=1267,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 1267, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1267)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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 
    0.00334869 = product of:
  0.00669738 = sum of:
    0.00669738 = product of:
      0.01339476 = sum of:
        0.01339476 = weight(_text_:a in 673) [ClassicSimilarity], result of:
          0.01339476 = score(doc=673,freq=16.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.25222903 = fieldWeight in 673, product of:
              4.0 = tf(freq=16.0), with freq of:
                16.0 = termFreq=16.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=673)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.00 
    0.0033143433 = product of:
  0.0066286866 = sum of:
    0.0066286866 = product of:
      0.013257373 = sum of:
        0.013257373 = weight(_text_:a in 4356) [ClassicSimilarity], result of:
          0.013257373 = score(doc=4356,freq=48.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.24964198 = fieldWeight in 4356, product of:
              6.928203 = tf(freq=48.0), with freq of:
                48.0 = termFreq=48.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=4356)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    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
  13. Sacchanand, C.; Jaroenpuntaruk, V.: Development of a web-based self-training package for information retrieval using the distance education approach (2006) 0.00 
    0.0028703054 = product of:
  0.005740611 = sum of:
    0.005740611 = product of:
      0.011481222 = sum of:
        0.011481222 = weight(_text_:a in 651) [ClassicSimilarity], result of:
          0.011481222 = score(doc=651,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.2161963 = fieldWeight in 651, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.09375 = fieldNorm(doc=651)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  14. Westerwick, A.: Quintus: Eine multimediale Lernsoftware für die spanende Fertigung (2000) 0.00 
    0.0028703054 = product of:
  0.005740611 = sum of:
    0.005740611 = product of:
      0.011481222 = sum of:
        0.011481222 = weight(_text_:a in 5992) [ClassicSimilarity], result of:
          0.011481222 = score(doc=5992,freq=4.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.2161963 = fieldWeight in 5992, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.09375 = fieldNorm(doc=5992)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  15. 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) 0.00 
    0.0026849252 = product of:
  0.0053698504 = sum of:
    0.0053698504 = product of:
      0.010739701 = sum of:
        0.010739701 = weight(_text_:a in 1509) [ClassicSimilarity], result of:
          0.010739701 = score(doc=1509,freq=14.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.20223314 = fieldWeight in 1509, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1509)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).
    Source
    Knowledge organization, information systems and other essays: Professor A. Neelameghan Festschrift. Ed. by K.S. Raghavan and K.N. Prasad
    Type
    a
  16. Lee, J.; Boling, E.: Information-conveying approaches and cognitive styles of mental modeling in a hypermedia-based learning environment (2008) 0.00 
    0.0025370158 = product of:
  0.0050740317 = sum of:
    0.0050740317 = product of:
      0.010148063 = sum of:
        0.010148063 = weight(_text_:a in 1385) [ClassicSimilarity], result of:
          0.010148063 = score(doc=1385,freq=18.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.19109234 = fieldWeight in 1385, product of:
              4.2426405 = tf(freq=18.0), with freq of:
                18.0 = termFreq=18.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1385)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.
    Type
    a
  17. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.00 
    0.0024857575 = product of:
  0.004971515 = sum of:
    0.004971515 = product of:
      0.00994303 = sum of:
        0.00994303 = weight(_text_:a in 2226) [ClassicSimilarity], result of:
          0.00994303 = score(doc=2226,freq=12.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.18723148 = fieldWeight in 2226, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=2226)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.
    Type
    a
  18. 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 
    0.0024857575 = product of:
  0.004971515 = sum of:
    0.004971515 = product of:
      0.00994303 = sum of:
        0.00994303 = weight(_text_:a in 1879) [ClassicSimilarity], result of:
          0.00994303 = score(doc=1879,freq=12.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.18723148 = fieldWeight in 1879, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=1879)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Abstract
    This study surveyed 536 CAL publications in 71 SSCI (Social Science Citation Index) journals from 1998 to February 2006 to identify trends and lacunae for future research. The parameters and keywords employed by the authors are first presented, followed by a description of the study's general findings. A comparison is then drawn between CAL and recent depictions of the blogosphere, for the majority of the contributors to the field produced only a few articles and authors of individual publications demonstrated a far greater collective influence on the field than the more frequently-cited authors. Results also revealed that the amount of articles pertaining to the aged, disabled children, and home schooling were significantly lower than those relating to school student's learning. This study offers an interesting snapshot of a field that is apparently on the rise; moreover, it raises some issues to be addressed in further research on CAL-related topics.
    Type
    a
  19. Herring, S.C.: Computer-mediated communication on the Internet (2002) 0.00 
    0.0023678814 = product of:
  0.0047357627 = sum of:
    0.0047357627 = product of:
      0.009471525 = sum of:
        0.009471525 = weight(_text_:a in 5323) [ClassicSimilarity], result of:
          0.009471525 = score(doc=5323,freq=2.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.17835285 = fieldWeight in 5323, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.109375 = fieldNorm(doc=5323)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a
  20. Kübler, H.-D.: Learning by surfing? : Digitale Lernmythen und Wissensillusionen (2001) 0.00 
    0.0023678814 = product of:
  0.0047357627 = sum of:
    0.0047357627 = product of:
      0.009471525 = sum of:
        0.009471525 = weight(_text_:a in 6356) [ClassicSimilarity], result of:
          0.009471525 = score(doc=6356,freq=2.0), product of:
            0.053105544 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046056706 = queryNorm
            0.17835285 = fieldWeight in 6356, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.109375 = fieldNorm(doc=6356)
      0.5 = coord(1/2)
  0.5 = coord(1/2)
    Type
    a

Authors

Languages

  • d 57
  • e 54

Types

  • a 99
  • m 12
  • s 7
  • el 2
  • b 1
  • More… Less…

Themes

Subjects

Classifications