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Abstract

University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.

Date

22. 3.2008 14:43:03

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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

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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

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Abstract

Covers the key current topic of electronic library resources and learning in the digital age. Discusses the changing 'nformation environment' in which librarians now work and the development of e-learning and its impact an higher education; the changing role of the librarian in supporting online learning; the technical problems associated with connecting up library systems; the Copyright and licensing of electronic resources in a digital environment; and, finally, tips for librarians when becoming involved in such initiatives.

Content

Key Features - Examines the wealth of electronic library resources and the development of e-learning/online learning - Considers the role of the librarian in supporting e-learning/online learning - Provides practical examples for librarians The book is aimed at library managers, electronic resource librarians/ managers, and learner support librarians/managers. Contents The changing information environment - proliferation of electronic resources, grovvth of Internet based subscription sources/electronic journals/ full text services vs bibliographic tools Learning in the digital age - definitions: e-learning, learning technology etc., background/history of e-learning initiatives: higher education and the commercial context, developments in e-learning in higher and further education: growth of managed learning environments/virtual learning environments, common features of commercial software products, distance learning vs on-campus The changing role of the information professional - new rotes: increased need for learner support, importance of information skills training, new skills: web design, managing electronic resources, knowledge of licensing and Copyright issues, information skills within the virtual learning environment Practical problems/linking up systems - authentication/passvvords, linking library catalogues to virtual learning environments, linking e-journals to virtual learning environments, linking Internet resources, importance of customising resources, meta-data/XML Copyright and the licensing of digital resources - text - born digital versus print - digital, the Copyright dearance process, digitisation services, multimedia resources, license agreements Tips for success and conclusions (a librarian's guide to tips for success when becoming involved in these types of initiatives) - designing systems to meet user requirements, collaborating with other support staff Case studies

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Abstract

Der Autor stellt einen Erklärungsansatz im Kontext der Mensch-Computer-Interaktion vor. Erklärungen dienen dazu, Entscheidungen des Systems für den Benutzer verständlich bzw. nachvollziehbar zu machen. Sie müssen daher an den Wissensstand des Benutzers angepaßt werden. Gestützt auf die Analyse aktueller pragmatischer Erklärungsmodelle aus der Wissenschaftstheorie und der Künstlichen Intelligenz Forschung (KI) wird für einen umfassenden Erklärungsansatz plädiert, welcher wissensbasierte Methoden aus der KI mit den nicht-linearen und flexiblen Eigenschaften des neuen Mediums Hypertext kombiniert. Dabei werden vor allem Techniken der Benutzermodellierung, der adaptiven Textgenerierung und des Information Retrieval sowie des Hypertext berücksichtigt, um sowohl dem System als auch dem Benutzer aktives Vorgehen und flexible Dialoge bei Erklärungssituationen zu ermöglichen. Im Vordergrund der Darstellung stehen unter anderem Verfahren zur Generierung von Fragemenüs und von Erklärungen, welche dem Arbeitskontext und der Erklärungssituation sowie den Benutzerinteressen gerecht werden. Hypertextuelle Eigenschaften bieten alternative Wege zur Erklärung an und tragen somit zum besseren Verständnis des Problems bei