-
Schröter, F.; Meyer, U.: Entwicklung sprachlicher Handlungskompetenz in Englisch mit Hilfe eines Multimedia-Sprachlernsystems (2000)
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- Pages
- S.171-178
- Source
- Sprachtechnologie für eine dynamische Wirtschaft im Medienzeitalter - Language technologies for dynamic business in the age of the media - L'ingénierie linguistique au service de la dynamisation économique à l'ère du multimédia: Tagungsakten der XXVI. Jahrestagung der Internationalen Vereinigung Sprache und Wirtschaft e.V., 23.-25.11.2000, Fachhochschule Köln. Hrsg.: K.-D. Schmitz
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- a
-
Mehrabi, A.; Leisenberg, D.; Zachariou#, Z.; Schwarzer, H.; Benner, A.; Zumbach, J.; Reimann, P.; Ruggiero, S.; Herfarth, C-; Kallinowski, F.: Evaluation eines interaktiven multimedialen Lernmoduls in der chirurgischen Ausbildung : Evaluation eines multimedialen chirurgischen Lernmoduls
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- Abstract
- In einer empirischen Untersuchung wurde eine mittels Macromedia Director 6.0 entwickelte Lernsoftware zum Thema "Routineeingriffe in der Kinderchirurgie" evaluiert. Das multimediale Lernprogramm wurde an einer Stichprobe von 121 Medizinstudenten hinsichtlich gestalterischer Merkmale, motivationalen Effekten, Einstellungen und Maßen des Wissenserwerbes untersucht. Es wurden 121 Medizinstudenten randomisiert (medianes Alter 24; Spannweite: R=21-33) in 2 Gruppen aufgeteilt. Diese haben sich über 90 Minuten entweder mit dem Lernprogramm (CBT: n=71) oder in einem Seminar (Kurs: n=50) auf den Lernstoff vorbereitet. Eine Woche nach der Lernphase wurde mittels MC-Fragen ein Wissenstest durchgeführt. Nach einem zusätzlichen Bed-Side-Teaching für beide Gruppen wurden die Studenten durch den Dozenten geprüft. Hierbei wurde der klinische Umgang, der Problemzugang und die chirurgische Entscheidungsfindung evaluiert. Bezüglich des Wissenstestes zeigte sich zwischen beiden Gruppen ein statistisch signifikanter Unterschied zugunsten der CBT-Bedingung (P < 0.001) (CBT: Median=5; R=2.67 - 9.2 Punkte von 10 vs. Kurs: Median=3.16; R=1.0-7.0 Punkte). Beim Vergleich der beiden Gruppen hinsichtlich der evaluierten Faktoren wie klinischem Umgang, Angehen von Problemen und chirurgischer Entscheidungsfindung zeigte die CBT-Gruppe ein im Durchschnitt um 25% besseres Ergebnis gegenüber der Kontrollgruppe. Aufgrund der durchgeführten Untersuchung kann festgestellt werden, daß Lehr-Lernmodule in der Chirurgie zur signifikanten Steigerung der Vermittlung medizinischen Wissens und zur verbesserten Ausbildung des deduktiven Denkens führen.
-
Schulmeister, R.: Grundlagen hypermedialer Lernsysteme : Theorie, Didaktik, Design (1996)
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- Pages
- xxx S
-
Information und Lernen mit Multimedia (1995)
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- Editor
- Issing, L. u. P. Klimsa
- Pages
- XIX,446 S
- Type
- s
-
Gorman, P.; Lees, R.: Designing Infopoint : a multipurpose multimedia library guide (1995)
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- Abstract
- Describes the design and development of a multimedia guide to learning services. Gives details of the package which encompasses library and computing facilities, subject resources, floorplans and site personnel. Discusses the problems associated with introducing large numbers of students to learning services and explores the advantages of the multimedia approach. Outlines the multipurpose nature of the package and describes plans for future evaluation and developments
- Source
- The new review of academic librarianship. 1995, no.1, S.85-94
- Type
- a
-
Büttner, S.; Weisel, L.: Telelernen : Illusion oder Revolution (2000)
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- Pages
- S.363-368
- Source
- Information und Öffentlichkeit: 1. Gemeinsamer Kongress der Bundesvereinigung Deutscher Bibliotheksverbände e.V. (BDB) und der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. (DGI), Leipzig, 20.-23.3.2000. Zugleich 90. Deutscher Bibliothekartag, 52. Jahrestagung der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. (DGI). Hrsg.: G. Ruppelt u. H. Neißer
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Schweibenz, W.: Evaluation des Intranet-Angebots Multimediales Lernen bei DaimlerCrysler, Standort Stuttgart (2001)
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- Pages
- S.486-497
- Source
- Information Research & Content Management: Orientierung, Ordnung und Organisation im Wissensmarkt; 23. DGI-Online-Tagung der DGI und 53. Jahrestagung der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. DGI, Frankfurt am Main, 8.-10.5.2001. Proceedings. Hrsg.: R. Schmidt
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Homann, B.: ¬Der Wandel des universitären Lehr- und Lernkontextes durch Multimedia : Eindrücke und Folgerungen von der 'Learntec98' (1998)
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- Source
- Zeitschrift für Bibliothekswesen und Bibliographie. 45(1998) H.5, S.586-592
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- a
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Theyßen, H.; Vierschilling, N.: Entwicklung einer hypermedialen Lernumgebung für die naturwissenschaftliche Nebenfachausbildung : Ein gemeinsames DFG-Projekt der Physikalischen Grundpraktika der Heinrich-Heine Universität und der Universitäts- und Landesbibliothek Düsseldorf (2001)
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- Source
- Bibliotheksdienst. 35(2001) H.4, S.458-464
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- a
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Schmidhäusler, F.J.: Training ist (fast) alles : über Multimedia-Entwicklungssoftware (1996)
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- Source
- Cogito. 12(1996) H.3, S.24-26
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- a
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Qualitätssicherung bei Multimedia-Projekten (1999)
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- Content
- Darin auch ein Kapitel zu Evit@ (S.329-332)
- Editor
- Merx, O.
- Pages
- XX,358 S
- Type
- s
-
Steube, M.: "Kommen Sie denen mal mit http" : Teleteaching und Seminare im Internet - die Universität und Multimedia: bit um bit (1996)
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- Frankfurter Rundschau. Nr.290 vom 12.12.1996, S.6
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Bell, D.; Johnson, P.: Support for the authors of multimedia tools (1992)
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- S.307-323
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Ward, P.; Arshad, F.: Interactive multimedia information systems for education (1992)
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- S.337-346
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Crosby, M.E.; Stelovsky, J.: From multimedia instruction to multimedia evaluation (1995)
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- Source
- Journal of educational multimedia and hypermedia. 4(1995) nos.2/3, S.147-162
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Stemler, L.K.: Educational characteristics of multimedia : a literature review (1997)
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- Journal of educational multimedia and hypermedia. 6(1997) nos.3/4, S.339-359
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Kerres, M.: Multimediale und telemediale Lernumgebungen : Konzeption und Entwicklung (2000)
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- Footnote
- Rez. in: c't 2001, H.12, S.244 (J. Loviscach): "In den USA sprießen virtuelle Universitäten wie Pilze aus dem Boden. In Deutschland lassen Politiker Steuergelder in ernst zu nehmender Höhe für computerund netzgestützte Projekte an Schulen und Hochschulen springen - am elektronischen Lernen muss wohl etwas dran sein. Kritische Literatur zu diesem Themenkreis hat bislang allerdings Seltenheitswert: Wer sich als Leser nicht mit unbegründeten Floskeln oder flauen Kochrezepten für Multimedia-Software zufrieden gibt, muss lange suchen. Michael Kerres, Professor für Pädagogische Psychologie mit Schwerpunkt Medien an der Ruhr-Universität Bochum und obendrein Gründer der Tele-Akademie der Fachhochschule Furtwangen, ebnet mit seinem Buch den Weg für eine differenzierte Auseinandersetzung. Der dumpfen Schwarzweißmalerei à la 'Lehrer sind zu teuer' contra 'Computer sind dumm' stellt er die Ergebnisse der pädagogischen Forschung, die Erfahrungen aus der immerhin 40-jährigen Geschichte des computerunterstützen Lernens und Lehrens sowie den Stand der Technik entgegen. 'Multimediale und telemediale Lernumgebungen' spannt einen weiten Bogen. Dieser beginnt bei der Geschichte von Ansätzen wie Behaviourismus und Konstruktivismus sowie entsprechender Lernsoftware und führt über Konzeptionsfragen, insbesondere der Zielanalyse, bis hin zu konkreten Entwicklungsverfahren mit Prototypen und Evaluation. Sogar kurze Handreichungen etwa zur Filmproduktion und zur Kostenschätzung fehlen nicht. Der Schreibstil gerät hier und dort so akademisch-sperrig wie schon der Titel - hier liegt vielleicht eine Verbesserungsmöglichkeit für die nächste Auflage. Erfreulich ist, dass Kerres das Für und Wider nicht nur am grünen Tisch abwägt, sondem auf unzählige Studien zugreift und diese sogar noch kritisch einordnet. Er hütet sich vor Pauschalisierungen: Für ihn ist ein Medium nicht als solches gut oder schlecht; vielmehr lässt sich dessen Qualität nur an Hand der Kommunikationsziele beurteilen."
- Pages
- 410 S
-
Barron, A.E.; Orwig, G.W.: Multimedia technologies for training : an introduction (1995)
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- Footnote
- Rez. in: Education for information 13(1995) no.4, S.371-372 (J. Martin)
- Pages
- xxx S
