Search (14 results, page 1 of 1)

  • × theme_ss:"Computer Based Training"
  • × theme_ss:"Informationsdienstleistungen"
  1. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.02 
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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
  2. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.02 
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    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
  3. 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) 0.01 
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    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
  4. Azzaro, S.; Cleary, K.: One, two, three ... infinity : a computer assisted learning package for the first time user of SilverPlatter CD-ROMs (1994) 0.00 
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    Abstract
    At the start of the academic year reference staff are hard pressed to provide sufficient assistance to first time users of CD-ROMs, who have missed bibliographic instruction classes, or who need more guidance before searching. The literature on CD-ROMs was reviewed, and a survey conducted to estimate the training needs of searchers. It was found that 100% of the inexperienced searchers required assistance while searching, and 50% of their search strategies were later rated as poor. More than half the experienced searchers also needed the librarians assistance, and 31% of this group demonstrated a poor understanding of searching techniques. The survey findings were incorporated into CDIntro, a computer assisted learning package designed by the authors
  5. Bourne, C.P.; Robinson, J.: Education and training for computer based reference services : review of training efforts to date (1980) 0.00 
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    Source
    Journal of the American Society for Information Science. 31(1980) no.2, S.25-35
  6. Slavens, T.; Horn, B.: Computer assisted instruction in education of reference librarians (1975) 0.00 
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    Source
    Proceedings of the American Society for Information Science. 12(1975), S.68
  7. Stubley, P.: Authoring multimedia : a staff training package for librarians and information workers (1993) 0.00 
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    Abstract
    Describes a project which the library of the Univ. of Sheffield in England completed at the request of the British Library Research and Development Department between 1990 and 1992. The project investigated the application of multimedia in libraries and produced a multimedia demonstrator to train staff in handling the reference interview. Explains how the demonstrator was produced and the factors involved in the cost of multimedia authoring
  8. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.00 
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    Abstract
    Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.
  9. Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.00 
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    Source
    Journal of the American Society for Information Science. 31(1980) no.2, S.97-104
  10. Meer, P.F.V.; Rike, G.E.: Multimedia: meeting the demand for user education with a self instructional tutorial (1996) 0.00 
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    Abstract
    Describes the development and evaluation, at Western Michigan University, of a multimedia self instructional tutorial designed to introduce library services and teach basic skills in a cost effective manner. Reports results of an evaluation comparing the tutorial with traditional workbook instruction. No significant differences were found between the experimental and control groups, indicating that the tutorial was as effective as the workbook. Includes implications for user education, along with advice for developers of similar projects
  11. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.00 
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    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
  12. Zainab, A.N.; Hai, T.K.; Hazita, M.A.: ¬A multimedia library guide for general reference information (1998) 0.00 
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    Abstract
    Describes the development of UMLIS (University of Malaya Library Information System), a multimedia general guide to the library developed using Authorware 3.0 software. The guide provides information on all 12 libraries within the Malaya University library system, with details about the library type, procedures for membership, borrowing and returning; reservations; fines; regulations; opening hours; and services and facilities offered. Provides information on the library collection, CD-ROM databases and on the OPAC
  13. Dixon, L.: Building library skills : computer assisted instruction for undergraduates (1995) 0.00 
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    Abstract
    Traditionally, reference librarians at Tennessee University taught basic library skills through a lecture format. Desiring to communicate more effectively with students, reduce burnout, and alleviate scheduling difficulties, the department decided to develop a computer assisted instruction (CAI) programme for English 102 classes. Discusses the development and implementation of 3 HyperCard modules to help students learn to find periodical articles, use the online catalogue, and search MLA on CD-ROM. Includes reactions from students, English instructors and librarians, and concludes with plans to develop CAI modules for other instructional needs in the future
  14. Dammeier, J.: Informationskompetenzerwerb mit Blended Learning : Ergebnisse des Projekts Informationskompetenz I der Bibliothek der Universität Konstanz (2006) 0.00 
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    Abstract
    Informationskompetenz wird immer mehr als eine wichtige und notwendige Schlüsselqualifikation für Studium, Forschung und Beruf anerkannt. Einen Informationsbedarf erkennen und benennen, dazu eine Suchstrategie entwickeln und geeignete Informationsquellen identifizieren und adäquat nutzen, anschließend die Informationen beschaffen, evaluieren und so weiterverarbeiten, dass die ursprüngliche Fragestellung effizient gelöst wird, sind Fähigkeiten, die nach der Definition der ACRL (Association of College and Research Libraries der USA) ein informationskompetenter Studierender für ein effizientes Studium beherrschen sollte. Nicht nur die SteFi-Studie der Sozialforschungsstelle Dortmund zeigt hier Defizite auf, auch Bibliothekaren wird immer mehr bewusst, dass im Bereich Informationskompetenz ein immens großer Schulungsbedarf besteht. Zudem zeigt ein Blick ins vor allem angelsächsische Ausland, welch hoher Stellenwert der Informationskompetenz an sich und dem Engagement der Bibliotheken als Teaching Libraries eingeräumt wird, und das schon über Jahre hinweg. Aus diesen Gründen beschloss die Bibliothek der Universität Konstanz im Jahre 2002, sich im Schulungsbereich stärker zu engagieren. Mit dem bestehenden Schulungsangebot (neben Erstsemesterführungen vor allem 90-minütige Veranstaltungen zum Online-Katalog und einzelnen (Fach)-Datenbanken) waren alle Beteiligten unzufrieden, sowohl was den zeitlichen Umfang und die damit vermittelten Inhalte als auch was die Resonanz betraf. Zeitgleich bot sich durch die rasche Einführung der neuen gestuften Studiengänge Bachelor und Master, die neben fachlichen Veranstaltungen teilweise auch explizit den Erwerb so genannter Schlüsselqualifikationen oder berufsqualifizierender Kompetenzen vorsehen, an der Universität Konstanz die Chance, Informationskompetenz als eine solche Schlüsselqualifikation in die Studienpläne zu integrieren und damit als Bibliothek für Kurse in diesem Bereich auch Punkte für das ECTS (European Credit Transfer System) vergeben zu können. Die Kooperation mit den Fachbereichen lief insgesamt sehr gut, so dass bereits im Wintersemester 2003/2004 die ersten Informationskompetenzkurse im gerade fertig gestellten neuen Schulungsraum der Bibliothek stattfinden konnten.

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