Search (55 results, page 1 of 3)

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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.

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Abstract

This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2001), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a quiet revolution taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles.

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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

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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

This book explores the software design, social practices, and collaboration theory that would be needed to support group cognition - collective knowledge that is constructed by small groups online. Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In "Group Cognition", Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building - group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyses empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.

Footnote

Rez. in: JASIST 59(2008) no.9, S.1531. (C. Caldeira): "Successful, real-world organizations employ groups to get work done. Despite the large number of years of collaborative models in work-group paradigm, it is a little surprising that there are very few books about the subject. Furthermore, most of those studies are mainly focused on work group performance management and work productivity. This text belongs to the advanced type, and is a valuable resource for graduate students in a wide range of courses and for a large spectrum of professionals interested in collaborative work. Due to its advanced level, some topics are relatively difficult to understand if the reader does not have some background in collaborative work and group cognition. Students who use this book will rapidly understand the most important topics of the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning, and their relation to the business world of our days. The main concern and fundamental idea of this book is to set its focus primarily on work group, and not on individuals. Stahl's baseline is to use the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning to conduct comparative studies on group interaction, group meaning, group cognition, group discourse, and thinking. The book is divided into three distinct parts. The first one is about the design of computer support for collaborative work and presents eight studies centered on software tools and their particular applications: The first three are AI applications for collaborative computer-supported cooperative work and computer-supported collaborative learning, the fourth and the fifth are about collaborative media, and the last ones are a combination of computational technology and collaborative functions. The second part is focused on the analysis on knowledge building in the collaborative work of small groups. It is developed with support on five essays published by Stahl from 2000 to 2004. In the first of those chapters, he describes a model of collaborative knowledge building and how to share knowledge production. The second criticizes some cooperative work and collaborative learning research methodologies that make the collaborative phenomena hard to perceive. The remaining chapters mostly provide mechanisms to understand in new and better ways collaborative processes. The third part contains the theoretical corpus of the book. Chapters 14 through 21 contain the most recent of Stahl's contributions to the theoretical foundations of computer-supported cooperative work and computer-supported collaborative learning. Chapters 16 to 18 provide much material about topics directly related to group cognition research and collaborative work in modern organizations. Finally, the last part of the book contains an exhaustive list of references that will be of great value to all interested in the multiple aspects and fields of cooperative work and collaborative learning."

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Abstract

The nature of distance learning in general, and for the specific case of LIS professional development, is reviewed in the context of wider changes in the learning environment. This leads to an analysis of the kind of materials and activities which may be required to support this form of education, and to proposals for categories of activities, which are to be tested in a part distance learning multinational LIS summer school.

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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

Techniques to aid the manipulation of a computer based document were tested by a group of 38 novice users. The subjects were given a period of time to browse the document, and were subsequently given a set of goal related tasks in a questionnaire/answer session. The techniques tested were sequential paging, index referral, text fins and embedded hypertext links. 3 differing types of link mechansms were assessed and compared with each other. Sequential paging and index referral were the most commonly used of the techniques. Text find was employed more for goal related tasks than for browsing. The hypertext link technique was generally unpopular, especially for goal related tasks. In order to establish the importance of the text find technique, the effect on reading strategies without this facility was also investigated. For browsing operations, an increase in paging and decrease in hypertext linking was observed. In the case of goal directed searching, an increase was observed in paging and index referral techniques. The study calls into question the usefulness of hypertext in educational software

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Abstract

Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.

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Source

International journal of man-machine studies. 34(1991), S.687-701

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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

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Abstract

Purpose - To demonstrate how there is an irreversible momentum towards the adoption of online modes of delivery for library instruction, a process which will have distinctive benefits in the promotion of enhanced levels of information literacy (IL). Design/methodology/approach - The author uses case study and other literature, plus examples from personal professional practice to build an argument. Findings - The momentum towards "cyber-delivery" is inevitable and is driven by a variety of factors, which can be understood as either external or intrinsic to the arena of IL. External factors include the pressure to find the most effective educational approaches to train students to use tools such as Google appropriately (virtual formats are best to deal with virtual challenges); intrinsic factors include the innate suitability of online IL for encouraging independent learning and student-centred education. Research limitations/implications - The research technique consists of a dualistic analysis of dynamic factors driving the digital library movement towards online delivery of IL: this has the potential to be extended to other LIS contexts and tested for robustness and relevance. Practical implications - The paper shows how the LIS practitioner can better understand the relevance of courseware-based models of IL delivery for their user education practice. Originality/value - An insightful summary and coherent analysis of a range of disparate trends in digital library developments helps provide a coherent overview of a fast-developing aspect of the current LIS world.

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Abstract

Distance Education professionals have been constantly coming up with methods and techniques to increase student participation in an environment where learning happens continuously and asynchronously. An online discussion forum (ODF) is one of these mechanisms, but it will only be successful if students are willing to participate. Stimulating students is a challenge many institutions currently face. The objective of this study was to analyze the social interaction among participants in ODFs using Social Network Analysis. Knowing the characteristics of these networks and its participants is important to design actions to improve the use of ODFs. As a case study, data were collected from ODF logs of the majors in Business Administration and Accounting in a Brazilian private university. This study found out that these interaction networks are sparse, which shows that students could be more engaged in interacting and collaborating with others. Students, in general, tend to interact more in the first semester and interaction diminishes as time passes. The number of active ODF participants has been around 45-50%, which shows that students currently do not participate very often in ODFs. Their main incentive seems to exist when they are graded. Popular ODFs were also analyzed.

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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.

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Source

Library administration and management. 8(1994) no.2, S.78-81

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Source

Microcomputers for information management. 13(1996) no.1, S.21-29

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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