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Multimediale Bildungstechnologien I : Anwendungen und Implementation (2005)
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- Editor
- Lattemann, C. u. T. Köhler
-
Shave, C.: Developing on-line courses : teacher support needs (1998)
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- Date
- 1. 8.1996 22:08:06
-
Horn, T.: Einführung in die Programmiersprache C (1992)
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- Abstract
- Kurs zur Programmiersprache C mit Hilfe von TOOLBOOK
- Object
- C
-
CSCL-Kompendium : Lehr und Handbuch zum computerunterstützten kooperativen Lernen (2004)
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- Footnote
- Rez. in: Information - Wissenschaft und Praxis 56(2005) H.2, S.122-123 (R. Gunzenhäuser): " CSCL ist die seit 1989 übliche Abkürzung für "Computer Supported Cooperative Learning", wobei das zweite "C" auch für "Collaborative", manchmal sogar für "Collective", "Competitive° oder "Conversational" stehen kann. Anders als der Computerunterstützte Unterricht des vergangenen Jahrhunderts und anders als das derzeitige netzbasierte E-Learning ist CSCL nicht auf Lernen als individuellen Wissenserwerb ausgerichtet, sondern auf neue Wege, wo Lernende miteinander neues Wissen erarbeiten und dieses - in Diskussionen, Projektarbeiten oder auch Rollenspielen - vertiefen. Schon seit 1995 gibt es internationale Tagungen über CSCL, seit 2001 auch eine europäische. In Deutschland spielt CSCL eine Rolle in den Tagungsreihen "Mensch & Computer", der Wirtschaftsinformatik sowie bei den GMW-Jahrestagungen. Zahlreiche CSCL-Forscher haben sich in der "CSCL-Community" im Rahmen der 2002 gegründeten International Society of the Learning Sciences organisiert. Es ist schon heute schwierig, sich in der Flut von Fachpublikationen, Tagungsberichten und Internet-Beiträgen über CSCL zurecht zu finden. Auch das vorliegende Werk nennt als Literatur auf über 6o Seiten mehr als 1.00o solcher Beiträge. Wie kann man hier den Überblick behalten? Auf diese Frage versuchen die Herausgebern Jörg M. Haake (FernUniversität in Hagen), Gerhard Schwabe (Universität Zürich) und Martin Wessner (Fraunhofer IPSI in Darmstadt) mit dem von ihnen herausgegebenen CSCL-Kompendium eine Antwort. Um es vorweg zu nehmen: Die fachliche Breite des Werks, seine klare Strukturierung und die dabei zu Tage tretende Fachkompetenz der insgesamt 54 Autorinnen und Autoren überzeugen. Das Werk liest sich überwiegend flüssiger als manches einschlägige Lehrbuch und ist doch gleichzeitig als CSCL-Handbuch geeignet. Obwohl es kein Sachwortverzeichnis gibt, findet man sich in den mehr als 45o Textseiten durch den klaren Aufbau des Werks, durch die Verkettung der Fachbegriffe und durch die durchweg klare Sprache gut zurecht. Das erste Kapitel des Werks befasst sich mit wichtigen Grundlagen und Forschungsmethoden des CSCL - unter Einschluss der pädagogischen und didaktischen Grundlagen. Besonders interessant ist der Beitrag von R. Hartwig und M. Herczeg über Informatikgrundlagen und Mensch-Computer-Kommunikation.
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).
-
Computerlernen und Autorensysteme (1989)
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- Editor
- Küffner, H. u. C. Seidel
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Camputer Based Training : Erfahrungen mit interaktivem Computerlernen (1993)
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- Editor
- Seidel, C.
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Bussmann, I.: ¬Die Bibliothek als Atelier des innvoativen Lernens (2001)
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Praetsch, I.: ¬Die Bereitstellung von digitalen Lehrmaterialien im Content Management System des Fachbereiches Informationswissenschaften an der Fachhochschule Potsdam exemplarisch an der Lehrveranstaltung 'Internet- und Webtechnologie' (2004)
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Rieber, L.P.; Boyce, M.J.; Assad, C.: ¬The effects of computer animation on adult learning and retrieval tasks (1990)
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Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002)
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