-
Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
0.09
0.09204604 = product of:
0.13806905 = sum of:
0.010677542 = weight(_text_:in in 3061) [ClassicSimilarity], result of:
0.010677542 = score(doc=3061,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.15028831 = fieldWeight in 3061, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.078125 = fieldNorm(doc=3061)
0.1273915 = sum of:
0.056626115 = weight(_text_:science in 3061) [ClassicSimilarity], result of:
0.056626115 = score(doc=3061,freq=4.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.41158113 = fieldWeight in 3061, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.078125 = fieldNorm(doc=3061)
0.07076539 = weight(_text_:22 in 3061) [ClassicSimilarity], result of:
0.07076539 = score(doc=3061,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.38690117 = fieldWeight in 3061, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=3061)
0.6666667 = coord(2/3)
- 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)
0.06
0.05562249 = product of:
0.08343373 = sum of:
0.016950073 = weight(_text_:in in 4199) [ClassicSimilarity], result of:
0.016950073 = score(doc=4199,freq=14.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.23857531 = fieldWeight in 4199, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.06648366 = sum of:
0.024024425 = weight(_text_:science in 4199) [ClassicSimilarity], result of:
0.024024425 = score(doc=4199,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.17461908 = fieldWeight in 4199, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.042459235 = weight(_text_:22 in 4199) [ClassicSimilarity], result of:
0.042459235 = score(doc=4199,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.23214069 = fieldWeight in 4199, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.6666667 = coord(2/3)
- 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
-
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)
0.05
0.050362572 = product of:
0.07554386 = sum of:
0.009060195 = weight(_text_:in in 4341) [ClassicSimilarity], result of:
0.009060195 = score(doc=4341,freq=4.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.12752387 = fieldWeight in 4341, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.046875 = fieldNorm(doc=4341)
0.06648366 = sum of:
0.024024425 = weight(_text_:science in 4341) [ClassicSimilarity], result of:
0.024024425 = score(doc=4341,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.17461908 = fieldWeight in 4341, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.046875 = fieldNorm(doc=4341)
0.042459235 = weight(_text_:22 in 4341) [ClassicSimilarity], result of:
0.042459235 = score(doc=4341,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.23214069 = fieldWeight in 4341, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=4341)
0.6666667 = coord(2/3)
- 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
-
Wood, A.D.G.: Instructional technology in the business environment (1995)
0.04
0.040386416 = product of:
0.060579624 = sum of:
0.01812039 = weight(_text_:in in 8110) [ClassicSimilarity], result of:
0.01812039 = score(doc=8110,freq=4.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.25504774 = fieldWeight in 8110, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.09375 = fieldNorm(doc=8110)
0.042459235 = product of:
0.08491847 = sum of:
0.08491847 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
0.08491847 = score(doc=8110,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.46428138 = fieldWeight in 8110, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.09375 = fieldNorm(doc=8110)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- 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
-
Wilburg, K.: Teaching science with technology : telecommunications and multimedia (1994)
0.04
0.036017977 = product of:
0.05402696 = sum of:
0.014795236 = weight(_text_:in in 797) [ClassicSimilarity], result of:
0.014795236 = score(doc=797,freq=6.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.2082456 = fieldWeight in 797, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0625 = fieldNorm(doc=797)
0.039231725 = product of:
0.07846345 = sum of:
0.07846345 = weight(_text_:science in 797) [ClassicSimilarity], result of:
0.07846345 = score(doc=797,freq=12.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.57030356 = fieldWeight in 797, product of:
3.4641016 = tf(freq=12.0), with freq of:
12.0 = termFreq=12.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0625 = fieldNorm(doc=797)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Reports on a variety of studies which indicate how students can learn science through telecomputing and interactive multimedia activities. 2 studies reflect the newest trends in teaching science with technology concerned with telecomputing and an innovative approach to integrating hypermedia with science learning, which has student in several schools in Iowa working as programmers and instructional designers, 2 other studies considers new ways to look at both science/technology education and research. As a study of an international high school science project suggests a new methodology for researching computer-support collaborative learning
-
Rieber, L.P.: Using computer animated graphics in science instruction with children (1990)
0.03
0.032744423 = product of:
0.049116634 = sum of:
0.017084066 = weight(_text_:in in 7758) [ClassicSimilarity], result of:
0.017084066 = score(doc=7758,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.24046129 = fieldWeight in 7758, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.125 = fieldNorm(doc=7758)
0.032032568 = product of:
0.064065136 = sum of:
0.064065136 = weight(_text_:science in 7758) [ClassicSimilarity], result of:
0.064065136 = score(doc=7758,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.4656509 = fieldWeight in 7758, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.125 = fieldNorm(doc=7758)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
-
Slavens, T.; Horn, B.: Computer assisted instruction in education of reference librarians (1975)
0.03
0.02865137 = product of:
0.042977054 = sum of:
0.014948557 = weight(_text_:in in 842) [ClassicSimilarity], result of:
0.014948557 = score(doc=842,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.21040362 = fieldWeight in 842, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.109375 = fieldNorm(doc=842)
0.028028497 = product of:
0.056056995 = sum of:
0.056056995 = weight(_text_:science in 842) [ClassicSimilarity], result of:
0.056056995 = score(doc=842,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.40744454 = fieldWeight in 842, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.109375 = fieldNorm(doc=842)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Source
- Proceedings of the American Society for Information Science. 12(1975), S.68
-
Harrer, A.; Lohmann, S.: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse (2008)
0.03
0.027653923 = product of:
0.041480884 = sum of:
0.016712997 = weight(_text_:in in 2889) [ClassicSimilarity], result of:
0.016712997 = score(doc=2889,freq=10.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.23523843 = fieldWeight in 2889, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=2889)
0.024767887 = product of:
0.049535774 = sum of:
0.049535774 = weight(_text_:22 in 2889) [ClassicSimilarity], result of:
0.049535774 = score(doc=2889,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.2708308 = fieldWeight in 2889, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=2889)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Als dynamische und einfache Form der Auszeichnung von Ressourcen kann sich Tagging im E-Learning positiv auf Partizipation, soziale Navigation und das Verständnis der Lernenden auswirken. Dieser Beitrag beleuchtet verschiedene Möglichkeiten des Einsatzes von Social Tagging in Lehrportalen und E-LearningKursen. Hierzu werden zunächst drei konkrete Anwendungsfälle dargestellt. Anschließend werden aus den Anwendungsfällen gewonnene Erkenntnisse für Lehr-/Lernszenarien zusammengefasst.
- Date
- 21. 6.2009 12:22:44
- Footnote
- Beitrag der Tagung "Social Tagging in der Wissensorganisation" am 21.-22.02.2008 am Institut für Wissensmedien (IWM) in Tübingen.
- Series
- Medien in der Wissenschaft; Bd.47
- Source
- Good tags - bad tags: Social Tagging in der Wissensorganisation. Hrsg.: B. Gaiser, u.a
-
Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998)
0.03
0.02514248 = product of:
0.037713718 = sum of:
0.012945832 = weight(_text_:in in 1400) [ClassicSimilarity], result of:
0.012945832 = score(doc=1400,freq=6.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.1822149 = fieldWeight in 1400, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=1400)
0.024767887 = product of:
0.049535774 = sum of:
0.049535774 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
0.049535774 = score(doc=1400,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.2708308 = fieldWeight in 1400, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=1400)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Describes how librarians at the Louise M. Darling Biomedical Library, California University Los Angeles (UCLA), developed a library user training programme, based on computer assisted instruction, for the 800 to 900 undergraduate biology students per year who enrol in the department's basic, compulsory, introductory course. Compares the effectiveness of computer assisted instruction with the lecture method, using a range of techniques, including a follow up survey. Concludes that computer assisted instruction in combination with the laboratory manual is an effective and user friendly way of offering user training
- Date
- 13. 7.1998 22:01:14
-
Poetzsch, E.; Porschien, J.; Quosig, D.: ¬Das Online-Tutorial als Lehr- und Lernmedium : Modell für die methodisch-didaktische Umsetzung eines Lehrbuches in ein Online-Tutorial (2005)
0.03
0.02514248 = product of:
0.037713718 = sum of:
0.012945832 = weight(_text_:in in 3415) [ClassicSimilarity], result of:
0.012945832 = score(doc=3415,freq=6.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.1822149 = fieldWeight in 3415, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=3415)
0.024767887 = product of:
0.049535774 = sum of:
0.049535774 = weight(_text_:22 in 3415) [ClassicSimilarity], result of:
0.049535774 = score(doc=3415,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.2708308 = fieldWeight in 3415, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=3415)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- In dem Artikel werden Voraussetzungen und methodische Konzepte für die Entwicklung von Online-Tutorials sowie deren praktische Umsetzung beschrieben. Die inhaltliche Basis bilden die Lehrbücher "Information Retrieval" und "Wirtschaftsinformation". Schwerpunkte sind die Auswahl der zur Anwendung kommenden Lehrmethoden, die methodisch-didaktische Aufbereitung der Lehrinhalte sowie die entsprechende gestalterische Realisierung.Die Tutoriallösungen werden an ausgewählten Beispielen demonstriert. Anhand der Beispiele wird verdeutlicht, dass Online-Tutorials als neues Lehrund Lernmedium zum einen den Lehrenden gestatten, Inhalte in erweiterter Form anzubieten und zum anderen den Lernenden umfangreiche Möglichkeiten der Aufnahme und Verarbeitung des Lehrstoffes bieten.
- Date
- 22. 5.2005 10:39:09
-
Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997)
0.02
0.024565458 = product of:
0.036848187 = sum of:
0.008542033 = weight(_text_:in in 547) [ClassicSimilarity], result of:
0.008542033 = score(doc=547,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.120230645 = fieldWeight in 547, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0625 = fieldNorm(doc=547)
0.028306156 = product of:
0.056612313 = sum of:
0.056612313 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
0.056612313 = score(doc=547,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.30952093 = fieldWeight in 547, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=547)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- 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
-
Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998)
0.02
0.024565458 = product of:
0.036848187 = sum of:
0.008542033 = weight(_text_:in in 3619) [ClassicSimilarity], result of:
0.008542033 = score(doc=3619,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.120230645 = fieldWeight in 3619, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0625 = fieldNorm(doc=3619)
0.028306156 = product of:
0.056612313 = sum of:
0.056612313 = weight(_text_:22 in 3619) [ClassicSimilarity], result of:
0.056612313 = score(doc=3619,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.30952093 = fieldWeight in 3619, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=3619)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Web technologies may radically alter the way in which we learn and the business model of corporate and professional training. Examines issues relating to the design and delivery of online learning
- Date
- 1. 8.1996 22:08:06
-
Burgess, W.E.: ¬The Oryx guide to distance learning (1994)
0.02
0.024558317 = product of:
0.036837474 = sum of:
0.012813049 = weight(_text_:in in 5420) [ClassicSimilarity], result of:
0.012813049 = score(doc=5420,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.18034597 = fieldWeight in 5420, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.09375 = fieldNorm(doc=5420)
0.024024425 = product of:
0.04804885 = sum of:
0.04804885 = weight(_text_:science in 5420) [ClassicSimilarity], result of:
0.04804885 = score(doc=5420,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.34923816 = fieldWeight in 5420, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.09375 = fieldNorm(doc=5420)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Footnote
- Rez. in: Journal of library and information science 21(1995) no.2, S.88-89 (G.W. Huang)
-
Mortimer, M.; Lockhead, K.; Hyland, M.: CatSkill : a multimedia course on AACR2 and MARC (1994)
0.02
0.024558317 = product of:
0.036837474 = sum of:
0.012813049 = weight(_text_:in in 7865) [ClassicSimilarity], result of:
0.012813049 = score(doc=7865,freq=2.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.18034597 = fieldWeight in 7865, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.09375 = fieldNorm(doc=7865)
0.024024425 = product of:
0.04804885 = sum of:
0.04804885 = weight(_text_:science in 7865) [ClassicSimilarity], result of:
0.04804885 = score(doc=7865,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.34923816 = fieldWeight in 7865, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.09375 = fieldNorm(doc=7865)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Footnote
- Rez. in: Journal of librarianship and information science 29(1997) no.1, S.54-56 (J.H. Bowman)
-
Coleman, A.: Instruments of cognition : use of citations and Web links in online teaching materials (2005)
0.02
0.02435476 = product of:
0.036532138 = sum of:
0.016712997 = weight(_text_:in in 3329) [ClassicSimilarity], result of:
0.016712997 = score(doc=3329,freq=10.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.23523843 = fieldWeight in 3329, product of:
3.1622777 = tf(freq=10.0), with freq of:
10.0 = termFreq=10.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=3329)
0.01981914 = product of:
0.03963828 = sum of:
0.03963828 = weight(_text_:science in 3329) [ClassicSimilarity], result of:
0.03963828 = score(doc=3329,freq=4.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.2881068 = fieldWeight in 3329, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0546875 = fieldNorm(doc=3329)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Use of citations and Web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used Web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and Web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains.
- Source
- Journal of the American Society for Information Science and Technology. 56(2005) no.4, S.382-392
-
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)
0.02
0.024123594 = product of:
0.03618539 = sum of:
0.018494045 = weight(_text_:in in 3733) [ClassicSimilarity], result of:
0.018494045 = score(doc=3733,freq=24.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.260307 = fieldWeight in 3733, product of:
4.8989797 = tf(freq=24.0), with freq of:
24.0 = termFreq=24.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0390625 = fieldNorm(doc=3733)
0.017691348 = product of:
0.035382695 = sum of:
0.035382695 = weight(_text_:22 in 3733) [ClassicSimilarity], result of:
0.035382695 = score(doc=3733,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.19345059 = fieldWeight in 3733, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0390625 = fieldNorm(doc=3733)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- 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..
- Series
- Fortschritte in der Wissensorganisation; Bd.11
- 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
-
Franke, F.; Scholle, U.: "Neue Schulungen braucht das Land" : Ergebnisse von zwei Fortbildungsveranstaltungen des Hochschulbibliothekszentrums Nordrhein-Westfalen über die Vermittlung von Informationskompetenz durch DV-basierte Schulungsangebote (2003)
0.02
0.023797926 = product of:
0.035696886 = sum of:
0.010677542 = weight(_text_:in in 2019) [ClassicSimilarity], result of:
0.010677542 = score(doc=2019,freq=8.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.15028831 = fieldWeight in 2019, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0390625 = fieldNorm(doc=2019)
0.025019344 = product of:
0.050038688 = sum of:
0.050038688 = weight(_text_:22 in 2019) [ClassicSimilarity], result of:
0.050038688 = score(doc=2019,freq=4.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.27358043 = fieldWeight in 2019, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0390625 = fieldNorm(doc=2019)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Wie müssen wir virtuelle Rundgänge und Online-Tutorials gestalten, damit sie ihre Zielgruppe auch wirklich erreichen? Worauf müssen wir bei einer guten Präsentation unseres OPACs achten? Was machen wir mit großen Schülergruppen? Diesen Fragen stellten sich insgesamt 22 Bibliothekarinnen und Bibliothekare in Münster und Köln während zweier Fortbildungsveranstaltungen des HBZ im Juni 2003. Ziel der jeweils zweitägigen Workshops, die in Zusammenarbeit mit der Adhoc-Arbeitsgruppe "Informationskompetenz" der AG der Universitätsbibliotheken im VBNW konzipiert wurden, waren Konzepte und erste Schritte zur Umsetzung von elektronischen Angeboten zur Vermittlung von Bibliotheksbzw. Informationskompetenz. Dem voraus ging die konstruktive Bewertung von bereits existierenden Materialien, die zum einen von den Teilnehmern aus ihren Bibliotheken mitgebracht wurden, zum anderen über Bibliotheks-Homepages abrufbar waren. Die Teilnehmer, die in ihren Bibliotheken bereits Benutzerschulungen konzipieren und durchführen, beschäftigten sich dabei in Gruppen u.a. mit den Themen - Virtuelle Rundgänge, - Online-Tutorials - Bibliothekseinführungen für Schüler und Erstsemester - Präsentationen von Online-Katalog und Methoden zur Literatursuche. Im Folgenden werden einige wesentliche und manchmal durchaus kontrovers diskutierte Ergebnisse und Thesen wiedergegeben, die sich aus der Arbeit der Teilnehmer ergeben haben. Sie erheben keinen Anspruch auf Ausgewogenheit oder Vollständigkeit, können aber als Anregungen und Diskussionsgrundlage für zukünftige Projekte dienen.
- Date
- 31.12.2003 18:22:26
-
Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998)
0.02
0.023558743 = product of:
0.035338115 = sum of:
0.010570227 = weight(_text_:in in 2353) [ClassicSimilarity], result of:
0.010570227 = score(doc=2353,freq=4.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.14877784 = fieldWeight in 2353, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=2353)
0.024767887 = product of:
0.049535774 = sum of:
0.049535774 = weight(_text_:22 in 2353) [ClassicSimilarity], result of:
0.049535774 = score(doc=2353,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.2708308 = fieldWeight in 2353, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=2353)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Moderne Lehr-Lern-Technologien führen zu weitreichenden Veränderungen im Bildungswesen. Gleichzeitig wirft ihr einsatz neue fragen auf, z.B. hinsichtlich des hohen Erstellungs- und Pflegeaufwandes sowie planerisch-organisatorischer Probleme in den Hochschulen. Anknüpfend an die HRK-Empfehlungen werden insbesondere folgende Fragen aufgegriffen: Information über verfügbare Lehrprogramme; die Rolle von Rechen-/Medienzentren und Bibliotheken; die inhaltliche Verantwortung der Fachbereiche; sinnvolle Einstiegsfelder medialer Lehrangebote; Kooperation und Wettbewerb zwischen den Hochschulen; Erweiterung der Entscheidungs- und Handlungsautonomie der Hochschulen; finanzierungsbedingungen und Anreize für die Erstellung medialer Lehrprogramme. Zusammenfassend ist darauf hinzuweisen, daß Medienlehre hohe Potentiale für das Selbstlernen und die Anpassung an individuelle Lernbedingungen enthält, die konkrete Umsetzung jedoch neue realistische Konzepte erfordert
- Source
- Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21
-
Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008)
0.02
0.023558743 = product of:
0.035338115 = sum of:
0.010570227 = weight(_text_:in in 1391) [ClassicSimilarity], result of:
0.010570227 = score(doc=1391,freq=4.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.14877784 = fieldWeight in 1391, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=1391)
0.024767887 = product of:
0.049535774 = sum of:
0.049535774 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
0.049535774 = score(doc=1391,freq=2.0), product of:
0.18290302 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.052230705 = queryNorm
0.2708308 = fieldWeight in 1391, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=1391)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- Abstract
- Die K3-Architektur zur technischen Entwicklung und Realisierung des netzbasierten Wissensmanagement in der Lehre wird dargestellt. Das aktuelle K3-System besteht aus drei zentralen Komponenten; K3Forum (Diskurs), K3Vis (Visualisierung) und K3Wiki (kollaborative Textproduktion, z. B. für Zusammenfassungen). K3 verwendet Open-Source-Software unter der LGPL Lizenz.. Dadurch können freie Verwendung, überschaubare Entwicklungskosten und Nachhaltigkeit garantiert und die Unabhängigkeit von kommerziellen Software-Anbietern gesichert werden. Dank des komponentenbasierten Entwicklungskonzepts kann K3 flexibel und robust laufend weiterentwickelt werden, ohne die Stabilität der bestehenden Funktionalitäten zu beeinträchtigen. Der Artikel dokumentiert exemplarisch die Hauptkomponenten und Funktionen von K3, so dass nachfolgende Entwickler leicht eine Übersicht über das K3-System gewinnen können. Die Anforderungen an den Transfer des Systems in Umgebungen außerhalb von Konstanz werden beschrieben.
- Date
- 10. 2.2008 14:22:00
-
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)
0.02
0.022526223 = product of:
0.033789333 = sum of:
0.019775085 = weight(_text_:in in 1267) [ClassicSimilarity], result of:
0.019775085 = score(doc=1267,freq=14.0), product of:
0.07104705 = queryWeight, product of:
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.052230705 = queryNorm
0.27833787 = fieldWeight in 1267, product of:
3.7416575 = tf(freq=14.0), with freq of:
14.0 = termFreq=14.0
1.3602545 = idf(docFreq=30841, maxDocs=44218)
0.0546875 = fieldNorm(doc=1267)
0.014014249 = product of:
0.028028497 = sum of:
0.028028497 = weight(_text_:science in 1267) [ClassicSimilarity], result of:
0.028028497 = score(doc=1267,freq=2.0), product of:
0.1375819 = queryWeight, product of:
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.052230705 = queryNorm
0.20372227 = fieldWeight in 1267, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
2.6341193 = idf(docFreq=8627, maxDocs=44218)
0.0546875 = fieldNorm(doc=1267)
0.5 = coord(1/2)
0.6666667 = coord(2/3)
- 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
