Search (11 results, page 1 of 1)

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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.

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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."

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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.

Source

Journal of the American Society for Information Science and Technology. 62(2011) no.2, S.395-405

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Source

Information - Wissenschaft und Praxis. 61(2010) H.6/7, S.413-414

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Abstract

In this study, we design an innovative method for answering students' or scholars' academic questions (for a specific scientific publication) by automatically recommending e-learning resources in a cyber-infrastructure-enabled learning environment to enhance the learning experiences of students and scholars. By using information retrieval and metasearch methodologies, different types of referential metadata (related Wikipedia pages, data sets, source code, video lectures, presentation slides, and online tutorials) for an assortment of publications and scientific topics will be automatically retrieved, associated, and ranked (via the language model and the inference network model) to provide easily understandable cyberlearning resources to answer students' questions. We also designed an experimental system to automatically answer students' questions for a specific academic publication and then evaluated the quality of the answers (the recommended resources) using mean reciprocal rank and normalized discounted cumulative gain. After examining preliminary evaluation results and student feedback, we found that cyberlearning resources can provide high-quality and straightforward answers for students' and scholars' questions concerning the content of academic publications.

Source

Journal of the American Society for Information Science and Technology. 64(2013) no.8, S.1707-1722

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Source

Information - Wissenschaft und Praxis. 62(2011) H.8, S.377-379

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Abstract

Along with significant opportunities, Massively Open Online Courses (MOOCs) provide major challenges to students (keeping track of course materials and effectively interacting with teachers and fellow students), teachers (managing thousands of students and supporting their learning progress), researchers (understanding how students interact with materials and each other), and MOOC platform developers (supporting effective course design and delivery in a scalable way). This article demonstrates the use of data analysis and visualization as a means to empower students, teachers, researchers, and platform developers by making large volumes of data easy to understand. First, we introduce the insight needs of different stakeholder groups. Second, we compare the wide variety of data provided by major MOOC platforms. Third, we present a novel framework that distinguishes visualizations by the type of questions they answer. We then review the state of the art MOOC visual analytics using a tabulation of stakeholder needs versus visual analytics workflow types. Finally, we present new data analysis and visualization workflows for statistical, geospatial, and topical insights. The workflows have been optimized and validated in the Information Visualization MOOC (IVMOOC) annually taught at Indiana University since 2013. All workflows, sample data, and visualizations are provided at http://cns.iu.edu/2016-MOOCVis.html.

Source

Journal of the Association for Information Science and Technology. 68(2017) no.10, S.2350-2363

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Source

Information - Wissenschaft und Praxis. 61(2010) H.6/7, S.397-406

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Source

Information - Wissenschaft und Praxis. 62(2011) H.5, S.213-223

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Source

Journal of the American Society for Information Science and Technology. 62(2011) no.11, S.2182-2200

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Source

Journal of the Association for Information Science and Technology. 70(2019) no.2, S.140-150