-
Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008)
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- 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
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.32-36
-
Special section on intelligent tutoring systems and gaming-simulation (1995)
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- Abstract
- A special section on intelligent tutoring systems and game-simulation
- Source
- CIT - Journal of computing and information technology. 3(1995) no.1, S.19-58
-
Ford, N.: Web-based learning through educational informatics : information science meets educational computing (2008)
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- 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
-
Ward, P.; Arshad, F.: Interactive multimedia information systems for education (1992)
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- Source
- Multimedia: systems, interaction and applications. 1st Eurographics Workshop, Stockholm, Sweden, April 18-19, 1991. Ed.: L. Kjelldahl
-
Ford, N.: "Conversational" information systems : Extending educational informatics support for the web-based learner (2005)
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- Abstract
- Purpose - The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web-based learners, and to propose further investigation of the feasibility and potential value of web-based "conversational" information systems to complement adaptive hypermedia and information retrieval systems. Design/methodology/approach - The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web-based learners, complementary to that provided by existing computer-assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory. Findings - Concludes that conversation theory could be a useful framework to support the development of web-based "conversational" information that would complement aspects of computer-assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding. Research limitations/implications - Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web-based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small-scale experimental contexts can effectively be scaled to yield enhanced support for "real world" learning-related information behaviour. Originality/value - The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive "conversational" engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to "real world" learning-related information behaviour, one can increase the range of web-based information systems and services capable of providing pedagogical support to web-based learners.
-
Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
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- Date
- 27. 1.1996 18:22:06
- Source
- Journal of education for library and information science. 36(1995) no.2, S.170-173
-
Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998)
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- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.301-307
-
Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998)
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- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.634-635
-
Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998)
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- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.291-300
-
Lin, M.; Zhang, Z.: Question-driven segmentation of lecture speech text : towards intelligent e-learning systems (2008)
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- Abstract
- Recently, lecture videos have been widely used in e-learning systems. Envisioning intelligent e-learning systems, this article addresses the challenge of information seeking in lecture videos by retrieving relevant video segments based on user queries, through dynamic segmentation of lecture speech text. In the proposed approach, shallow parsing such as part of-speech tagging and noun phrase chunking are used to parse both questions and Automated Speech Recognition (ASR) transcripts. A sliding-window algorithm is proposed to identify the start and ending boundaries of returned segments. Phonetic and partial matching is utilized to correct the errors from automated speech recognition and noun phrase chunking. Furthermore, extra knowledge such as lecture slides is used to facilitate the ASR transcript error correction. The approach also makes use of proximity to approximate the deep parsing and structure match between question and sentences in ASR transcripts. The experimental results showed that both phonetic and partial matching improved the segmentation performance, slides-based ASR transcript correction improves information coverage, and proximity is also effective in improving the overall performance.
- Source
- Journal of the American Society for Information Science and Technology. 59(2008) no.2, S.186-200
-
Shave, C.: Developing on-line courses : teacher support needs (1998)
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- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.745-746
-
Catherall, P.: Delivering e-learning for information services in higher education (2004)
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- Abstract
- This book provides a comprehensive overview of e-learning (online learning) systems in the context of system delivery for Higher Education Information Services. The book considers practical issues in choosing a virtual learning environment and discusses a range of issues in implementing, managing and maintaining the service for users. In particular, the issue of accessibility and usability is discussed in the context of recent legislation.
- Content
- Key Features - Jargon-free and aimed at information professionals with Sole/mixed responsibilities - Identifies leading systems, disussing strenghts and weaknesses - Draws examples from current practice in Higher Education - Discusses management and implementation aspects Contents What is online learning What resources are required to provide online learning What systems are available, what are their features What are the support issues in delivering online learning - staff and student support challenges; trends in distance learning and part time study; emergence of ubiquitous student-tutor-system relationship; use of automatic and human support systems; role of support staff and academic tutors in system support; benefits of online vs. hardcopy support documentation How can online learning be made accessible and usable - influence of legislative and Standard-making bodies in accessibility and usability issues, e.g.: Euroaccessibility, W3C (Word Wide Web Consortium); other international guidelines, e.g.: Bobby; access issues in conventional web browsers; overview of accessible web browsers; methods for testing online learning systems for accessibility and usability; suggestions for user feedback; comparison of accessibility across online learning systems How should online learning systems be managed - online course creation; user account creation; Single-signon vs. independent systems; use of templates and global content for generic library resources; considerations for organisation of academic content; security and abuse issues; elearning policy and procedures; role of academic and other staff in supporting online learning; use of elearning Champions or coordinators; procedures for user induction and registration an online courses; models for user support. How should online learning be monitored and quality assured
-
Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997)
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- 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
-
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)
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- 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
- Source
- Information - Wissenschaft und Praxis. 56(2005) H.3, S.143-148
-
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)
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- 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
-
Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011)
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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.
- 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
-
Chen, S.Y.; Macredie, R.D.: Cognitive styles and hypermedia navigation : development of a learning model (2002)
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- Abstract
- There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed
- Source
- Journal of the American Society for Information Science and technology. 53(2002) no.1, S.3-15
-
Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002)
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- Abstract
- Millions of computer users in the USA have a disability making it difficult to use the Web. The University of Wisconsin System recently required that all System Web pages meet Priority 1 accessibility guidelines as set by the World Wide Web Consortium's Web Accessibility Initiative (W3C/WAI). Class materials available in online learning management systems should also be accessible to students with disabilities. Four systems, Blackboard 4 and 5, Prometheus 3, and WebCT 3, were assessed against theW3C/WAI guidelines for a numerical statistic of accessibility. Practical accessibility was tested with Lynx, IBM Homepage Reader, and JAWS. Validation was performed with A-Prompt and the W3C/WAI checklist.
- Content
- Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452640.
-
Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998)
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- 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
-
Lackes, R.; Mack, D.: Computer Based Training on neural nets : Basics, development, and practice (1998)
0.02
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- Abstract
- Here is an interactive introduction to neural nets and how to apply them that is easy to understand and use. Neural nets are information processing systems that mimic the basic structure of the human brain. They learn by adjusting the interaction of their individual components (neurons). A neural net can learn from patterns of information supplied as input to generate useful output that can serve as a basis for decision making. Numerous multimedia and interactive components give the learning program an almost game-like feel as it takes the learner from the basics to the use of neural nets for real projects
