Search (39 results, page 1 of 2)

  • × theme_ss:"Computer Based Training"
  1. Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011) 0.06 
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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
  2. Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993) 0.03 
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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
  3. Caruso, E.: Computer aids to learning online retrieval (1981) 0.03 
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    Imprint
    White Plains : Knowledge Industry Publ.
  4. Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995) 0.02 
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    Abstract
    Outlines a systematic instructional design model for developing a multimedia computer assisted instruction (CAI) courseware. The model illustrates roles and tasks as 2 dimensions necessary in a CAI production teamwork. Presents 4 major components of the process: analysis; design, development; and revision and evaluation. Identifies 8 roles that go with each component skills. Concludes that the model will be usefull in serving as a framework for developing a multimedia CAI courseware for rducators, instructional designers and CAI industry developers
  5. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.02 
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    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
  6. E-learning for management and marketing in libraries : papers presented at the IFLA satellite meeting, Section Management & Marketing, Geneva, Switzerland, July 28 - 30, 2003 = E-formation pour le marketing et le management des bibliotheques (2005) 0.01 
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    Abstract
    This publication reflects the content and richness of the IFLA satellite meeting held in Geneva, Switzerland, in 2003. It was devoted to e-learning for the marketing and management of libraries and was organized by the IFLA Management & Marketing Section, with the help of the University of Geneva, the Ecole nationale supérieure des sciences de l'information des bibliotheques (ENSSIB, France) and the Agence Intergouvernementale de la FrancophonieI INTIF. Contributions from experts examine the fundamental e-learning issues raised in Africa, Europe, India and North America, as weIl as illustrating the power and diversity of this new teaching medium. In the final, informal discussions, chaired by Réjean Savard and Jean-Michel Salaün, we are given many tentative insights into what the future holds for both teachers and students alike.
  7. ¬The digital university : building a learning community (2002) 0.01 
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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
  8. Praetsch, I.: ¬Die Bereitstellung von digitalen Lehrmaterialien im Content Management System des Fachbereiches Informationswissenschaften an der Fachhochschule Potsdam exemplarisch an der Lehrveranstaltung 'Internet- und Webtechnologie' (2004) 0.01 
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  9. Bibliotheken und die Vernetzung des Wissens (2002) 0.01 
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    Content
    Enthält die Beiträge: (1) Organisationsveränderung durch kooperatives Handeln: STANG, R.: Vernetzung als Zukunftsmodell; BUßMANN, I. u.a.: Innovative Lernarrangements in der institutionellen Umsetzung; KIL, M.: Lernveränderung = Organisationsveränderung?; STANNETT, A. u. A. CHADWICK: Lifelong learning, libraries and museums in the United Kingdom; UMLAUF, K.: Professionsveränderung in netzwerkbezogenen Arbeitsumgebungen - (2) Lernender Stadtteil: STEFFEN, G.: Die Stadt und der Stadtteil; PUHL, A.: Stadtteilbüchereien in der Fremdsicht; PUHL, A.: Institutionelle Kooperation in der Bildungsberatung - (3) Informationsnetze - gesucht und nicht gefunden: GÖDERT, W.: Zwischen Individuum und Wissen; THISSEN, F.: Verloren in digitalen Netzen - (4) Umsetzungshilfen: STANG, R.: Lerarrangements und Wissensangebote gestalten - (5) Ausblick: PUHL, A.: Aktuelle Forschungsbedarfe
  10. Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002) 0.01 
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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.
  11. Bayne, P.S.; Keally, J.; Rader, J.C.: Implementing computer-based training for library staff (1994) 0.01 
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    Source
    Library administration and management. 8(1994) no.2, S.78-81
  12. Rodriguez, H.F.: ¬The role of the library in distance education (1996) 0.01 
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    Source
    Microcomputers for information management. 13(1996) no.1, S.21-29
  13. Stewart, A.; Tait, M.: CALAIS Database Explorer : coping with bibliographic database overload (1997) 0.01 
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    Abstract
    The problem of bibliographic database overload on staff and students at the University of Aberdeen, Scotland, UK, was addressed by the creation of a computer based learning package called CALAIS Database Explorer. Describes the development of the program and its structure and functionality focusing on the novel features for information management offered
  14. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.00 
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    Date
    11. 8.2002 15:05:22
  15. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.00 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
  16. Schröter, F.; Meyer, U.: Entwicklung sprachlicher Handlungskompetenz in Englisch mit Hilfe eines Multimedia-Sprachlernsystems (2000) 0.00 
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    Abstract
    Firmen handeln zunehmend global. Daraus ergibt sich für die Mehrzahl der Mitarbeiter solcher Unternehmen die Notwendigkeit, die englische Sprache, die "lingua franca" der weltweiten Geschäftsbeziehungen, zu beherrschen, um sie wirkungsvoll einsetzen zu können - und dies auch unter interkulturellem Aspekt. Durch die Globalisierung ist es unmöglich geworden, ohne Fremdsprachenkenntnisse am freien Markt zu agieren." (Trends in der Personalentwicklung, PEF-Consulting, Wien) Das Erreichen interkultureller Handlungskompetenz in der Fremdsprache ist das Ziel des SprachIernsystems ,Sunpower - Communication Strategies in English for Business Purposes", das am Fachbereich Sprachen der Fachhochschule Köln entstanden und im Frühjahr dieses Jahres auf dem Markt erschienen ist. Das Lernsystem ist in Kooperation des Fachbereichs Sprachen der Fachhochschule Köln mit einer englischen Solarenergie-Firma, einer Management Consulting Agentur und der Sprachenabteilung einer Londoner Hochschule entstanden
  17. Schweibenz, W.: Evaluation des Intranet-Angebots Multimediales Lernen bei DaimlerCrysler, Standort Stuttgart (2001) 0.00 
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    Source
    Information Research & Content Management: Orientierung, Ordnung und Organisation im Wissensmarkt; 23. DGI-Online-Tagung der DGI und 53. Jahrestagung der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. DGI, Frankfurt am Main, 8.-10.5.2001. Proceedings. Hrsg.: R. Schmidt
  18. Caumanns, J.; Hollfelde, S.: Web-basierte Repositories zur Speicherung, Verwaltung und Wiederverwendung multimedialer Lernfragmente (2001) 0.00 
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    Source
    Information Research & Content Management: Orientierung, Ordnung und Organisation im Wissensmarkt; 23. DGI-Online-Tagung der DGI und 53. Jahrestagung der Deutschen Gesellschaft für Informationswissenschaft und Informationspraxis e.V. DGI, Frankfurt am Main, 8.-10.5.2001. Proceedings. Hrsg.: R. Schmidt
  19. Zimmermann, K.; Mimkes, J.; Kamke, H.U.: ¬An ontology framework for e-learning in the knowledge society (2006) 0.00 
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    Abstract
    Efficient knowledge management is essential within the information society. Life long learning as well as the use of new media have lead to e-Learning of different kinds. In order to combine existing resources, a general description of this topic is needed. The semantic web aims at making these meta data machine understandable. In this paper we present our Ontology Framework for e-Learning. After the introduction we review existing approaches and describe our general view of the concepts. In chapter 4 and 5 we present different views of our framework aimed at the intended application areas as material or user centred approaches and end up with the conclusions.
  20. Mödinger, W.; Brossmann, M.: Praxisguide Wissensmanagement : Planung, Umsetzung, Controlling von E-Learning im Unternehmen (2009) 0.00 
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    Abstract
    Der Praxisguide Wissensmanagement gibt eine umsetzungsorientierte Anleitung, wie heute Wissensmanagement in Unternehmen geplant und umgesetzt werden kann und welche Vorgehensweise den meisten Nutzen bringt. Diese umfasst die Wissensvermittlung mit Printmedien, Computer Based Training (CBT), Web Based Training (WBT), interaktives Business TV, e-Training und die Wissensvermittlung mit Hilfe von Lernplattformen (Learning-Management-Systemen, LMS). Dabei werden nicht nur die unterschiedlichen Möglichkeiten der genannten Medien aufgezeigt, sondern auch der konkrete Beitrag in der Wertschöpfungskette der Unternehmung. Der Return on Investment des Wissensmanagements wird mit Hilfe einer dafür entwickelten Score Card dargestellt. Der Praxisguide bleibt aber nicht bei den gegenwärtigen Möglichkeiten stehen. Er formuliert Thesen für die Trainings- und Lernwelt von Morgen und zeigt die Möglichkeiten, die sich durch Social Computing und Web 2.0-Anwendungen (Weblog, Wiki u.a.) für die Unternehmen in Zukunft ergeben.

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