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  • × theme_ss:"Computer Based Training"
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  1. Kübler, H.-D.: Learning by surfing? : Digitale Lernmythen und Wissensillusionen (2001) 0.05 
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    Source
    Der digitale Wahn. Hrsg.: B.E. Bürdeck
  2. Chakroun, N.: Konzeption und Realisation eines multimedialen Informationssystems : Präsentation des Fachbereichs Informations- und Kommunikationswesen der Fachhochschule Hannover (1996) 0.03 
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    Die digitale Revolution: Deutscher Dokumentartag 1996, Neue Universität Heidelberg, 24.-26.9.1996. Hrsg.: W. Neubauer
  3. Laczny, J.: E-Tutorials zur Nutzerschulung in Bibliotheken : Stand der Technik und Trends (2018) 0.02 
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    Content
    "Im Jahr 1995 weckte auf dem 85. Deutschen Bibliothekartag in Göttingen, welcher sich thematisch der "Herausforderung der Bibliotheken durch elektronische Medien und neue Organisationsformen" widmete, der Beitrag zur Vorstellung neuer Informationsmöglichkeiten für Bibliotheksnutzende, wie digitale "Präsentationen zur Einführung in die Benutzung elektronischer Informationsmittel", "Handhabung von Online-Katalogen" sowie "Erkundung der Räumlichkeiten einer Bibliothek", das Interesse der Teilnehmenden." Vgl.: https://journals.ub.uni-heidelberg.de/index.php/bibliothek/article/view/57961. Vgl. auch: URN (PDF): https://journals.ub.uni-heidelberg.de/index.php/bibliothek/article/view/57961.
  4. Berg, L.; Metzner, J.; Thrun, S.: Studieren im Netz - Das Ende der Uni? : Kostenloser Online-Unterricht (2012) 0.01 
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    Content
    Die Idee, seinen Präsenzkurs speziell aufbereitet ins Internet zu stellen, kam ihm im vergangenen Jahr, als er die Arbeit von Salman Khan kennenlernte. Dieser wendet sich mit seiner Video-Bibliothek vor allem an Schüler (siehe nebenstehende Reportage). Nun, nach dem Erfolg des Stanford-Experiments, sieht Sebastian Thrun einen Epochenwechsel heraufziehen. Er sagt das Ende der Universität, wie wir sie kennen, voraus. "In fünfzig Jahren wird es weltweit nur noch zehn Institutionen geben, die akademische Bildung vermitteln." Der jugendlich wirkende Informatikprofessor sitzt auf einer Parkbank am sogenannten Oval, einer großen Rasenfläche am Haupteingang von Stanford. Er spricht schnell, fröstelt. Seit Wochen bekommt er nicht genug Schlaf, zu viele Projekte. Als das Gespräch auf seine Studienzeit in Deutschland kommt - die späten Achtzigerjahre - wird er nicht etwa nostalgisch. Denn er hat keine guten Erinnerungen: Professoren, die veralteten Stoff lieblos vermittelten, überfüllte Lehrveranstaltungen, zu wenig Diskussion. Fragen aus der Praxis "Die Professoren waren unnahbar, es ging ihnen oft nur darum, Studenten abzuwimmeln." Sebastian Thrun hat es dennoch geschafft: Zuerst als Stanford-Professor, jetzt als Chef bei Google X, einem Labor, in dem der Suchmaschinen-Konzern zum Beispiel fahrerlose Fahrzeuge entwickelt. Nebenher baut er das Projekt Udacity auf, eine digitale Universität, die kostenlose Online-Kurse anbietet. Zunächst in den Computerwissenschaften, später sollen Angebote in den Ingenieurwissenschaften, Physik und Chemie folgen. Thruns Vision sind dynamische, interaktive Videos, nicht nur zu abstrakten Themen, sondern zu Fragen aus der Praxis.
    Wie entwickle ich eine Computer-App zum Beispiel. Oft würden solche Fragen von talentierten Menschen aus armen Ländern gestellt, die sich mit dem Wissen eine Existenz aufbauen wollten. Ihnen die richtigen Antworten zu geben sei besser als Entwicklungshilfe, findet Thrun. Udacity könne die Welt zum Besseren verändern, und deshalb müsse das Angebot kostenlos bleiben. Die meisten Universitäten schlafen noch Im Sommersemester gibt der Forschungsleiter von Google, Peter Norvig, ein Seminar zur Gestaltung von Software, andere namhafte Experten von Hochschulen aus dem angloamerikanischen Raum bieten Kurse über Programmiersprachen oder Kryptografie an. Mit dem Stanford-Image kann Thrun, der sich als Professor hat beurlauben lassen, nur noch indirekt punkten. Und Geld hat er von dort auch nicht mehr zu erwarten. Aber, wer weiß, vielleicht springt ja eines Tages sein neuer Arbeitgeber ein. Bis dahin tragen einige Weltfirmen zur Finanzierung bei: Sie zahlen für die Vermittlung besonders fähiger Absolventen. Unterdessen zieht die Konkurrenz nach. Weitere Stanford-Professoren bieten kostenlose Online-Kurse an und auch das renommierte Massachusetts Institute of Technology (MIT) an der Ostküste des Landes hat eine digitale Initiative namens MITx angekündigt. Die Teilnahme soll kostenlos sein, aber für das Abschlusszertifikat ist eine Gebühr zu entrichten. Diese Aktivitäten seien Ausnahmen, sagt Thrun: Die meisten Universitäten schlafen noch."
  5. Zainab, A.N.; Hai, T.K.; Hazita, M.A.: ¬A multimedia library guide for general reference information (1998) 0.01 
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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
  6. Kemp, B.: Training materials for advanced information skills in engineering : a web-based approach (1999) 0.01 
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    Source
    New review of information networking. 1999, no.5, S.139-146
  7. Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993) 0.01 
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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
  8. Kozma, R.B.: Learning with media (1991) 0.00 
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    Theme
    Information
  9. Wilson, W.: Computer-assisted-instruction in an academic library (1983) 0.00 
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    Source
    Information technology and libraries. 2(1983) no.4, S.389-393
  10. Tallon, J.L.: Computer-assisted-instruction and the university library (1982) 0.00 
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    Source
    Canadian journal of information science. 7(1982) June, S.49-55
  11. Nieuwenhuysen, P.: Development of slides about information retrieval : using a presentation software package (1995) 0.00 
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    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
  12. Ardis, S.B.: Creating Internet-based tutorials (1998) 0.00 
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    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
  13. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.00 
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    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.
  14. Herther, N.K.: Education over the Web distance learning and the information professional (1997) 0.00 
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    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
  15. Hammond, N.: Tailoring hypertext for the learner (1991) 0.00 
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    Theme
    Information
  16. Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.00 
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    Source
    Journal of the American Society for Information Science. 31(1980) no.2, S.97-104
  17. Bourne, C.P.; Robinson, J.: Education and training for computer based reference services : review of training efforts to date (1980) 0.00 
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    Source
    Journal of the American Society for Information Science. 31(1980) no.2, S.25-35
  18. Slavens, T.; Horn, B.: Computer assisted instruction in education of reference librarians (1975) 0.00 
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    Source
    Proceedings of the American Society for Information Science. 12(1975), S.68
  19. Fuller, D.W.: Computer-assisted instruction and the school library media center (1986) 0.00 
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    Source
    Encyclopedia of library and information science. Vol.40, [=Suppl.5]
  20. Caruso, E.: Computer aids to learning online retrieval (1981) 0.00 
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    Source
    Annual review of information science and technology. 16(1981), S.317-336

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  • e 93
  • d 24

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