Search (105 results, page 1 of 6)

  • × theme_ss:"Computer Based Training"
  • × language_ss:"e"
  1. Zainab, A.N.; Hai, T.K.; Hazita, M.A.: ¬A multimedia library guide for general reference information (1998) 0.01 
    0.0053210123 = product of:
  0.02128405 = sum of:
    0.02128405 = weight(_text_:information in 2468) [ClassicSimilarity], result of:
      0.02128405 = score(doc=2468,freq=10.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3469568 = fieldWeight in 2468, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=2468)
  0.25 = coord(1/4)
    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
  2. Kemp, B.: Training materials for advanced information skills in engineering : a web-based approach (1999) 0.01 
    0.0050479556 = product of:
  0.020191822 = sum of:
    0.020191822 = weight(_text_:information in 4349) [ClassicSimilarity], result of:
      0.020191822 = score(doc=4349,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3291521 = fieldWeight in 4349, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.09375 = fieldNorm(doc=4349)
  0.25 = coord(1/4)
    Source
    New review of information networking. 1999, no.5, S.139-146
  3. Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993) 0.01 
    0.0050479556 = product of:
  0.020191822 = sum of:
    0.020191822 = weight(_text_:information in 516) [ClassicSimilarity], result of:
      0.020191822 = score(doc=516,freq=16.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3291521 = fieldWeight in 516, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.046875 = fieldNorm(doc=516)
  0.25 = coord(1/4)
    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
  4. Kozma, R.B.: Learning with media (1991) 0.00 
    0.004759258 = product of:
  0.019037032 = sum of:
    0.019037032 = weight(_text_:information in 2931) [ClassicSimilarity], result of:
      0.019037032 = score(doc=2931,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3103276 = fieldWeight in 2931, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.125 = fieldNorm(doc=2931)
  0.25 = coord(1/4)
    Theme
    Information
  5. Wilson, W.: Computer-assisted-instruction in an academic library (1983) 0.00 
    0.004759258 = product of:
  0.019037032 = sum of:
    0.019037032 = weight(_text_:information in 5822) [ClassicSimilarity], result of:
      0.019037032 = score(doc=5822,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3103276 = fieldWeight in 5822, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.125 = fieldNorm(doc=5822)
  0.25 = coord(1/4)
    Source
    Information technology and libraries. 2(1983) no.4, S.389-393
  6. Tallon, J.L.: Computer-assisted-instruction and the university library (1982) 0.00 
    0.004759258 = product of:
  0.019037032 = sum of:
    0.019037032 = weight(_text_:information in 7432) [ClassicSimilarity], result of:
      0.019037032 = score(doc=7432,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3103276 = fieldWeight in 7432, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.125 = fieldNorm(doc=7432)
  0.25 = coord(1/4)
    Source
    Canadian journal of information science. 7(1982) June, S.49-55
  7. Nieuwenhuysen, P.: Development of slides about information retrieval : using a presentation software package (1995) 0.00 
    0.004759258 = product of:
  0.019037032 = sum of:
    0.019037032 = weight(_text_:information in 1657) [ClassicSimilarity], result of:
      0.019037032 = score(doc=1657,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3103276 = fieldWeight in 1657, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=1657)
  0.25 = coord(1/4)
    Abstract
    The author reports on his experience with the creation of slides, using a presentation software package on microcomputer, in the subject area of information retrieval.
    Source
    Information superhighway: the role of librarians, information scientists, and intermediaries. Festschrift in honor of Frederick Wilfred Lancaster. 17th International Essen Symposium, 24.-27.10.1994. Ed. A.H. Helal et al
  8. Ardis, S.B.: Creating Internet-based tutorials (1998) 0.00 
    0.004759258 = product of:
  0.019037032 = sum of:
    0.019037032 = weight(_text_:information in 5117) [ClassicSimilarity], result of:
      0.019037032 = score(doc=5117,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3103276 = fieldWeight in 5117, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0625 = fieldNorm(doc=5117)
  0.25 = coord(1/4)
    Abstract
    Teaching users and other staff how to find information has always been part of the job descriptions of librarians and information service professionals. As more and more information is being delivered directly to users' desktops, there is an opportunity to change how training is delivered. Looks at the advantages of Internet based user training, and outlines the various steps in the design, implementation and testing of Web tutorials
    Source
    Information outlook. 2(1998) no.2, S.17-20
  9. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.00 
    0.004608132 = product of:
  0.018432528 = sum of:
    0.018432528 = weight(_text_:information in 4889) [ClassicSimilarity], result of:
      0.018432528 = score(doc=4889,freq=30.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.3004734 = fieldWeight in 4889, product of:
          5.477226 = tf(freq=30.0), with freq of:
            30.0 = termFreq=30.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.03125 = fieldNorm(doc=4889)
  0.25 = coord(1/4)
    Abstract
    Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.
  10. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.00 
    0.0044618044 = product of:
  0.017847218 = sum of:
    0.017847218 = weight(_text_:information in 44) [ClassicSimilarity], result of:
      0.017847218 = score(doc=44,freq=18.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.2909321 = fieldWeight in 44, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=44)
  0.25 = coord(1/4)
    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
  11. Ford, N.: Web-based learning through educational informatics : information science meets educational computing (2008) 0.00 
    0.0044618044 = product of:
  0.017847218 = sum of:
    0.017847218 = weight(_text_:information in 4006) [ClassicSimilarity], result of:
      0.017847218 = score(doc=4006,freq=18.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.2909321 = fieldWeight in 4006, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4006)
  0.25 = coord(1/4)
    Abstract
    Explores the role of information seeking and retrieval in the development of information systems to support personalized and autonomous learning.
    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
  12. Herther, N.K.: Education over the Web distance learning and the information professional (1997) 0.00 
    0.0042066295 = product of:
  0.016826518 = sum of:
    0.016826518 = weight(_text_:information in 1395) [ClassicSimilarity], result of:
      0.016826518 = score(doc=1395,freq=4.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27429342 = fieldWeight in 1395, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.078125 = fieldNorm(doc=1395)
  0.25 = coord(1/4)
    Abstract
    Surveys USA WWW based distance education opportunities for the information professional. Although these programmes are in the early stages, they could change the face of higher education. Offers advice when considering a distance education course
  13. Hammond, N.: Tailoring hypertext for the learner (1991) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 2930) [ClassicSimilarity], result of:
      0.016657405 = score(doc=2930,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 2930, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=2930)
  0.25 = coord(1/4)
    Theme
    Information
  14. Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 840) [ClassicSimilarity], result of:
      0.016657405 = score(doc=840,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 840, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=840)
  0.25 = coord(1/4)
    Source
    Journal of the American Society for Information Science. 31(1980) no.2, S.97-104
  15. Bourne, C.P.; Robinson, J.: Education and training for computer based reference services : review of training efforts to date (1980) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 841) [ClassicSimilarity], result of:
      0.016657405 = score(doc=841,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 841, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=841)
  0.25 = coord(1/4)
    Source
    Journal of the American Society for Information Science. 31(1980) no.2, S.25-35
  16. Slavens, T.; Horn, B.: Computer assisted instruction in education of reference librarians (1975) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 842) [ClassicSimilarity], result of:
      0.016657405 = score(doc=842,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 842, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=842)
  0.25 = coord(1/4)
    Source
    Proceedings of the American Society for Information Science. 12(1975), S.68
  17. Perspectives on ... distance independent education (1996) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 7087) [ClassicSimilarity], result of:
      0.016657405 = score(doc=7087,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 7087, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=7087)
  0.25 = coord(1/4)
    Source
    Journal of the American Society for Information Science. 47(1996) no.11, S.801-883
  18. Fuller, D.W.: Computer-assisted instruction and the school library media center (1986) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 7821) [ClassicSimilarity], result of:
      0.016657405 = score(doc=7821,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 7821, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=7821)
  0.25 = coord(1/4)
    Source
    Encyclopedia of library and information science. Vol.40, [=Suppl.5]
  19. Caruso, E.: Computer aids to learning online retrieval (1981) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 290) [ClassicSimilarity], result of:
      0.016657405 = score(doc=290,freq=2.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 290, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.109375 = fieldNorm(doc=290)
  0.25 = coord(1/4)
    Source
    Annual review of information science and technology. 16(1981), S.317-336
  20. Wood, F.: Information skills for student centred learning : a computer-assisted learning approach (1997) 0.00 
    0.004164351 = product of:
  0.016657405 = sum of:
    0.016657405 = weight(_text_:information in 812) [ClassicSimilarity], result of:
      0.016657405 = score(doc=812,freq=8.0), product of:
        0.06134496 = queryWeight, product of:
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.034944877 = queryNorm
        0.27153665 = fieldWeight in 812, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.7554779 = idf(docFreq=20772, maxDocs=44218)
          0.0546875 = fieldNorm(doc=812)
  0.25 = coord(1/4)
    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

Authors

Years

Types

  • a 93
  • m 7
  • el 3
  • s 2
  • b 1
  • r 1
  • More… Less…

Themes

Subjects

Classifications