Search (22 results, page 1 of 2)

  • × theme_ss:"Computer Based Training"
  • × year_i:[2000 TO 2010}
  1. Ford, N.: "Conversational" information systems : Extending educational informatics support for the web-based learner (2005) 0.04 
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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.
  2. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.02 
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    Date
    29. 1.1997 18:49:05
    11. 8.2002 15:05:22
  3. Lee, J.; Boling, E.: Information-conveying approaches and cognitive styles of mental modeling in a hypermedia-based learning environment (2008) 0.02 
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    Abstract
    The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.
  4. Smith, T.R.; Zeng, M.L.; ADEPT Knowledge Organization Team: Structured models of scientific concepts for organizing, accessing, and using learning materials (2003) 0.02 
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    Source
    Challenges in knowledge representation and organization for the 21st century: Integration of knowledge across boundaries. Proceedings of the 7th ISKO International Conference Granada, Spain, July 10-13, 2002. Ed.: M. López-Huertas
  5. (e)Pedagogy - visual knowledge building : rethinking art and new media in education (2005) 0.01 
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    Abstract
    The accelerating «iconic turn» in our society today increasingly demands the interactive representation of contextual knowledge. At the same time the use of Web based learning environments highlight the audio-visual dimension of (e)pedagogy and the move towards practical, project-oriented curricula. Regardless of the educational field pedagogical expertise thus requires more and more understanding and control of visual elements and their interpretations. There is a growing need for visually oriented pedagogical experts such as teachers, tutors, designers and developers who are capable of community knowledge building and collaboration with other experts from different fields from both private and public sectors. The book intends to illuminate scientific and programmatic excerpts from an international community of researchers, practitioners, teachers and scholars working in interrelated fields such as Aesthetic Education, ePedagogy Design - Visual Knowledge Building, Visual Education, Art Education, Media Pedagogy and Intermedia Art Education.
  6. Körkel, T.: Internet für Hörer aller Fakultäten (2002) 0.00 
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    Abstract
    Ähnlich spektakulär und informativ präsentieren sich auch die Astronomen: Ihr schier unerschöpflicher Fundus von Bildern und Filmen macht das "elektronische Universum" auf http://zebu.uoregon.edu ebenso einen Klick wert wie die Geschichte von "Geburt und Tod der Sterne" auf demselben Server (http://zebu.uoregon.edu/~js/astl22). Schnell gerät der Wissensdurstige auf reizvolle Seitenpfade, denn viele Vorlesungen glänzen mit sorgfältig zusammengestellten Linklisten. Die führen zum Beispiel zu den "Chemischen Briefen" Justus von Liebigs, wie sie im 19. Jahrhundert zunächst als Wissenschaftskolumne in der Augsburger Allgemeinen Zeitung erschienen (www.liebig-museum.de/chbriefe/homepage.htm). Selbst die Alchemie - neunzig ansprechend präsentierte Megabyte auf www.alchemywebsite. com - verleitet zum Verweilen. Historisches ist, weil nicht stets aktualisierungsbedürftig, ohnehin beliebt im Netz. So wartet etwa die Universität Groningen (Niederlande) mit einem voluminösen Hypertext auf, praktisch ein komplettes Lehrbuch der amerikanischen Geschichte mit Texten, Essays und Präsidentenbiografien (http://odur.let.rug.nl/usanew). Noch weiter zurück in die Vergangenheit reicht eine Anthropologen-Website über den Ursprung des Menschen (www.geocities.com/Athens/Acropolis/5579/TA.html). Verspieltere Naturen werden dort zuerst fossile Schädel zuzuordnen versuchen ("Name That Skull") oder einem Anthropologiestudenten beim Wurf des Atlatl zusehen. Dieser frühe Wurfspeer machte schon den Mammuts zu schaffen und drang noch vor wenigen hundert Jahren durch die eiserne Rüstung spanischer Konquistadoren. Selbst Angewandtes bietet die World Lecture Hall. Etwa die "Geschichte der ökonomischen Denkweise" einschließlich eines 22-Minuten-"Interviews" mit Karl Marx auf www.boisestate.edu/econ/lreynol/web/het.htm. Oder Online-Sprachkurse: Wollof und Xhosa, Suaheli und Sanskrit lehrt http://www.word2word.vorn/courscad.html. Surfen allein fördert die akademische Karriere allerdings nicht unbedingt. Wer of fizielle Online-Zertifikate in Deutschland anstrebt, findet in dem Beitrag "Virtuelle Universität im Selbstversuch" (Spektrum der Wissenschaft 11/ 2001, S. 109) gute Startpunkte für das Studieren im Netz, angefangen bei - na wo wohl? - www.studieren-irre-netz.de."
    Date
    31.12.1996 19:29:41
  7. Kriegsman, S.: Catalog training for people who are not catalogers : the Colorado Digitization Project experience (2002) 0.00 
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    Date
    29. 7.2006 18:12:29
  8. Ford, N.: Web-based learning through educational informatics : information science meets educational computing (2008) 0.00 
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    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
  9. Ellett, R.: ¬An evaluation of the effectiveness of OCLC Online Computer Library Center's Web-based module on cataloging Internet resources using the Anglo-American Cataloging Rules and MARC21 (2002) 0.00 
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    Date
    29. 7.2006 18:13:29
  10. Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006) 0.00 
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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.
  11. Cleote, L.: ¬The education and training of cataloguing students in South Africa through distance education (2005) 0.00 
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    Date
    29. 9.2008 19:00:53
  12. Swertz, C.: Webdidaktik : Effiziente Inhaltsproduktion für netzbasierte Trainings (2004) 0.00 
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    Date
    29. 1.2005 18:15:20
  13. 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) 0.00 
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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
  14. 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) 0.00 
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    Date
    22. 5.2005 10:39:09
  15. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.00 
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  16. Harrer, A.; Lohmann, S.: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse (2008) 0.00 
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  17. Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006) 0.00 
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  18. Ferris, A.M.: Cataloging Internet resources using MARC21 and AACR2 : Online training for working catalogers (2002) 0.00 
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  19. Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006) 0.00 
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  20. kro: Nüchterne Analyse nach dem Internet-Rausch : Buchhandels-Verband (2002) 0.00 
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