-
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)
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- Abstract
- Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satisfaction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were developed for three departments. The effectiveness of the packages were evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared. About 2/3 of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effective strategies
- Source
- Journal of information science. 22(1996) no.2, S.79-92
-
Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
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- Abstract
- Discusses briefly the application of hypertext in library user training with particular reference to a specific hypertext based tutorial designed to teach library school students the basics knowledge of abstracts and abstracting process
- Date
- 27. 1.1996 18:22:06
- Source
- Journal of education for library and information science. 36(1995) no.2, S.170-173
-
Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011)
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- Abstract
- Educational standards are a central focus of the current educational system in the United States, underpinning educational practice, curriculum design, teacher professional development, and high-stakes testing and assessment. Digital library users have requested that this information be accessible in association with digital learning resources to support teaching and learning as well as accountability requirements. Providing this information is complex because of the variability and number of standards documents in use at the national, state, and local level. This article describes a cataloging tool that aids catalogers in the assignment of standards metadata to digital library resources, using natural language processing techniques. The research explores whether the standards suggestor service would suggest the same standards as a human, whether relevant standards are ranked appropriately in the result set, and whether the relevance of the suggested assignments improve when, in addition to resource content, metadata is included in the query to the cataloging tool. The article also discusses how this service might streamline the cataloging workflow.
- Date
- 22. 1.2011 14:25:32
- Source
- Journal of the American Society for Information Science and Technology. 62(2011) no.2, S.395-405
-
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)
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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
-
Ward, P.; Arshad, F.: Interactive multimedia information systems for education (1992)
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- Abstract
- This paper will focus on the place of multimedia technology in education, and the need to consider pedagogical concerns which must to be addressed for such technology to be successfully applied
-
Wood, F.: Information skills for student centred learning : a computer-assisted learning approach (1997)
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- Abstract
- Reports a study of undergraduate students' use of computer-based information retrieval services in relation to their cognitive and learning styles. Includes a survey of staff at Sheffield University, UK on their use of computer databases and the extend to which undergraduates are made aware of these services. Results show that undergraduate use is low and varies greatly between students of differnt faculties. Student searching behaviour was found to be basic and their performance inadequate. Significant correlation's between cognitive and learning styles and search behaviour were found. Computer-assisted learning (CAL) packages were developed and customised for 3 departments. Guidelines were drawn up based on the project's findings for introducing a computerised information sources programme into the undergraduate curriculum and preparing CAL teaching packages on information skills
-
Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006)
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- Abstract
- This book explores the software design, social practices, and collaboration theory that would be needed to support group cognition - collective knowledge that is constructed by small groups online. Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In "Group Cognition", Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building - group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyses empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.
- BK
- 81.68 / Computereinsatz in Unterricht und Ausbildung
85.20 / Betriebliche Information und Kommunikation
- Classification
- 81.68 / Computereinsatz in Unterricht und Ausbildung
85.20 / Betriebliche Information und Kommunikation
- 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."
-
Wood, A.D.G.: Instructional technology in the business environment (1995)
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- Abstract
- Considers the advantages of multimedia as enhanced user interfaces for computer assisted instruction in the sphere of business applications
- Source
- Multimedia today. 3(1995) no.1, S.18-22
-
Hammond, N.: Tailoring hypertext for the learner (1991)
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- Series
- NATO ASI series, series F: computer and system sciences; 81
- Source
- Cognitive tools for learning. Ed.: P.A. Kommers et al
- Theme
- Information
-
Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997)
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- Abstract
- Although hundreds of undergraduate students receive library instruction when their instructors arrange for a class tour or bibliographic instruction session, thousands of other students do not. Describes the planning process that took place in the development of a cross platform interactive multimedia instruction program designed to be accessible to students with diverse information literacy skills. Covers the merits and limitations of several authoring software packages and offers some guidelines concerning time requirements
- Date
- 27.11.1995 17:07:22
-
Shave, C.: Developing on-line courses : teacher support needs (1998)
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- Abstract
- Focuses upon the needs of teachers for training and support for the development of Web-based courses. Using 6 Web-based courses as the focus of the project, the development of the courses is documented from a teacher / developer's point of view. The outcomes of the project will assist in the planning and development of future Web-based courses by the New England Institute of TAFE, Australia
- Date
- 1. 8.1996 22:08:06
- Footnote
- Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
-
Ford, N.: Web-based learning through educational informatics : information science meets educational computing (2008)
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- Abstract
- Explores the role of information seeking and retrieval in the development of information systems to support personalized and autonomous learning.
- BK
- 81.68 / Computereinsatz in Unterricht und Ausbildung
- Classification
- 81.68 / Computereinsatz in Unterricht und Ausbildung
- Content
- Inhalt: Learning: Basic Processes - Introduction - Basic Information Processes - Integrating Themes - Where do Integrating Themes come From? - Theory Generation and Testing - Learning: Individual Differences - Styles of Learning - Levels of Learning - References - Education - Educational Philosophies and Learning Design - Autonomy and Mediation - Library and Information Science - Standards for Supporting Resource Discovery - Information Seeking and Autonomous Learning - Information Seeking as Conversations - ICT Developments: Resource Discovery - Tools and Techniques to Support Information Seeking and Resource Discovery - Metadata - Ontologies and the Semantic Web - Educational Metadata and Ontologies - ICT Developments: Learning Design And Teaching - Intelligent and Adaptive Tutoring Systems - Learning Environments and Interoperability - General ICT-Based Developments - Educational Opportunities Afforded by ICT Developments - Educational Informatics Systems: Individual Approaches - Metadata-Enabled Learning Resource Discovery - Adaptive Systems for Personalised Resource Discovery - Open Corpus Resource Discovery - From Supplantation to Metacognition - Educational Informatics Systems: Social Approaches - Alternative Pedagogies - Educational Informatics Systems that Learn - Community-Based Learning - Real World Learning - Theory and Practice - Educational Informatics Support for Critical Thinking and Creativity - Making Sense of Research: Generating Useful Real World Knowledge - Going Forward: Research Issues and the Future - Different Perspectives on Educational Informatics Developments - Types Of Evidence - Contingent Dependencies, and Object and Meta Languages - Reality Checking For Quality Control - Towards the Learning Web
- Imprint
- Hershey, Pa. : Information Science
-
Rupp-Serrano, K.; Buchanen, N.: Using presentation software for computerised instruction (1992)
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- Abstract
- Describes the use of presentation software, at Texas A&M University, for computer assisted instruction to train end users in the use of the OPAC. The software chosen for the University's Sterling C. Evans Library is Show Partner F/X. Major software attributes include: the ability to capture and download screens from NOTIS or other applications, including dialog searches and CD-ROM data bases; the ability to create original graphics and text
- Object
- Show Partner F/X
-
Biddiscombe, R.: Developing a Web library guide for an academic library : problems, solutions and future possibilities (1997)
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- Abstract
- Describes the development of a Web Library Guide at Birmingham University, UK. Having developed a hypertext guide using Asymetrix Toolbook which gave guidance to users on the subjects and services available in the main library of the university, the information was repackaged for loading on to the WWW. Outlines the reasons for this move, explains the process of the transposition, and suggests future possibilities for the project
-
Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993)
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- Abstract
- The interest of Australian academics in library and information studies is manifest in 2 themes: technology for information practice and technology for learning. These themes underlie the integration of information technology into education for information professionals. Surveys carried out in the early 1980s highlighted the applications of technology, particularly in online cataloguing and online searching. The study reported in this paper aimed to explore the extent of use and non-use od computer-assisted learning and teaching in Australian schools of library and information studies in the early 1990s. The results indicate more widespread use of computer-assisted learning than computer-assisted teaching. There is considerably diversity in courses where computer-assisted learning is included in the packages used by students. More than half of the schools surveyed have plans to extend computer-assisted learning over the next three years. In order to take full advantage of the potential of computer-assisted learning, academies in schools of library and information studies in Australia will need to cooperate with each other, with academics and industry-based colleagues in computer-based training and education, and with similar schools in overseas countries
- Source
- Information processing and management. 29(1993) no.2, S.249-256
-
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)
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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.
- Source
- Journal of the American Society for Information Science and Technology. 58(2007) no.1, S.66-75
-
Bourne, C.P.; Robinson, J.: Education and training for computer based reference services : review of training efforts to date (1980)
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- Source
- Journal of the American Society for Information Science. 31(1980) no.2, S.25-35
-
Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006)
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- Abstract
- The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of e learning and how we can utilize these components to maximize the positive and minimize the negative results of e learning. The four interactive dimensions of e learning are the following three originally described in Moore's editorial ([1989]): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of e learning. The question then is not to e or not to e, since e learning is already an essential factor of our contemporary learning environment. The question is how to e, based on the understanding of the four interactive components of e learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.
- Source
- Journal of the American Society for Information Science and Technology. 57(2006) no.3, S.299-305
-
Zainab, A.N.; Hai, T.K.; Hazita, M.A.: ¬A multimedia library guide for general reference information (1998)
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- Abstract
- Describes the development of UMLIS (University of Malaya Library Information System), a multimedia general guide to the library developed using Authorware 3.0 software. The guide provides information on all 12 libraries within the Malaya University library system, with details about the library type, procedures for membership, borrowing and returning; reservations; fines; regulations; opening hours; and services and facilities offered. Provides information on the library collection, CD-ROM databases and on the OPAC
- Source
- Information development. 14(1998) no.1, S.33-36
-
McNab, A.: ¬The potential of the Internet for teaching and learning (1994)
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- Abstract
- With the increasing emphasis on student centered learning, the library at the university of Hull has taken several initiatives towards the creation of an awareness of networked electronic information resources on campus, encouraging their use in support of teaching and research. The 'free' access to Internet using JANET is explained, along with examples of the sort of data that can be browsed, and if required, downloaded. Discusses the use of Internet 'data' in computer based training is discussed, as well as e-mail and other online addresses (url). with some that might be useful to educationalists listed
