-
Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011)
0.12
0.115750425 = product of:
0.23150085 = sum of:
0.015563398 = weight(_text_:information in 4199) [ClassicSimilarity], result of:
0.015563398 = score(doc=4199,freq=6.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.20156369 = fieldWeight in 4199, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.09176904 = weight(_text_:united in 4199) [ClassicSimilarity], result of:
0.09176904 = score(doc=4199,freq=2.0), product of:
0.24675635 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.043984205 = queryNorm
0.37190145 = fieldWeight in 4199, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.12416841 = sum of:
0.088412896 = weight(_text_:states in 4199) [ClassicSimilarity], result of:
0.088412896 = score(doc=4199,freq=2.0), product of:
0.24220218 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.043984205 = queryNorm
0.3650376 = fieldWeight in 4199, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.035755515 = weight(_text_:22 in 4199) [ClassicSimilarity], result of:
0.035755515 = score(doc=4199,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.23214069 = fieldWeight in 4199, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=4199)
0.5 = coord(3/6)
- 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
- Source
- Journal of the American Society for Information Science and Technology. 62(2011) no.2, S.395-405
-
Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998)
0.04
0.036937665 = product of:
0.11081299 = sum of:
0.08697598 = weight(_text_:networks in 3618) [ClassicSimilarity], result of:
0.08697598 = score(doc=3618,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.4180698 = fieldWeight in 3618, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0625 = fieldNorm(doc=3618)
0.023837011 = product of:
0.047674023 = sum of:
0.047674023 = weight(_text_:22 in 3618) [ClassicSimilarity], result of:
0.047674023 = score(doc=3618,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.30952093 = fieldWeight in 3618, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=3618)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.301-307
-
Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998)
0.04
0.036937665 = product of:
0.11081299 = sum of:
0.08697598 = weight(_text_:networks in 3619) [ClassicSimilarity], result of:
0.08697598 = score(doc=3619,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.4180698 = fieldWeight in 3619, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0625 = fieldNorm(doc=3619)
0.023837011 = product of:
0.047674023 = sum of:
0.047674023 = weight(_text_:22 in 3619) [ClassicSimilarity], result of:
0.047674023 = score(doc=3619,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.30952093 = fieldWeight in 3619, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=3619)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.634-635
-
Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998)
0.04
0.036937665 = product of:
0.11081299 = sum of:
0.08697598 = weight(_text_:networks in 3620) [ClassicSimilarity], result of:
0.08697598 = score(doc=3620,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.4180698 = fieldWeight in 3620, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0625 = fieldNorm(doc=3620)
0.023837011 = product of:
0.047674023 = sum of:
0.047674023 = weight(_text_:22 in 3620) [ClassicSimilarity], result of:
0.047674023 = score(doc=3620,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.30952093 = fieldWeight in 3620, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=3620)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.291-300
-
Shave, C.: Developing on-line courses : teacher support needs (1998)
0.03
0.032320455 = product of:
0.096961364 = sum of:
0.07610398 = weight(_text_:networks in 3588) [ClassicSimilarity], result of:
0.07610398 = score(doc=3588,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.36581108 = fieldWeight in 3588, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0546875 = fieldNorm(doc=3588)
0.020857384 = product of:
0.04171477 = sum of:
0.04171477 = weight(_text_:22 in 3588) [ClassicSimilarity], result of:
0.04171477 = score(doc=3588,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.2708308 = fieldWeight in 3588, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=3588)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Date
- 1. 8.1996 22:08:06
- Source
- Computer networks and ISDN systems. 30(1998) nos.1/7, S.745-746
-
Freeman, H.; Rouse, R.; Hilton, A.: Making the most of electronic databases : computer based tutorials for CD-ROM network (1995)
0.03
0.030309785 = product of:
0.09092935 = sum of:
0.014825371 = weight(_text_:information in 4092) [ClassicSimilarity], result of:
0.014825371 = score(doc=4092,freq=4.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.1920054 = fieldWeight in 4092, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=4092)
0.07610398 = weight(_text_:networks in 4092) [ClassicSimilarity], result of:
0.07610398 = score(doc=4092,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.36581108 = fieldWeight in 4092, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0546875 = fieldNorm(doc=4092)
0.33333334 = coord(2/6)
- Abstract
- The library at De Montfort University, UK, has an established reputation for user education and support through its academic and subject librarians. Because the new technologies of CD-ROM, online databases and computer networks were being inefficiently used by students, the Student Learning Development Centre developed a brief for a tutorial package that would enable students to develop quality search strategies and skills for electronically sourced information. Describes the product, a mixed media package consisting of a computer based tutorial and a paper based workbook, and discusses the development of the CD-ROM network
- Source
- Managing information. 2(1995) nos.1/2, S.36-38
-
Cal da Silva, L.F.; Werneck Barbosa, M.; Gomes, R.R.: Measuring participation in distance education online discussion forums using social network analysis (2019)
0.03
0.028121524 = product of:
0.08436457 = sum of:
0.007487943 = weight(_text_:information in 4684) [ClassicSimilarity], result of:
0.007487943 = score(doc=4684,freq=2.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.09697737 = fieldWeight in 4684, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0390625 = fieldNorm(doc=4684)
0.076876625 = weight(_text_:networks in 4684) [ClassicSimilarity], result of:
0.076876625 = score(doc=4684,freq=4.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.369525 = fieldWeight in 4684, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0390625 = fieldNorm(doc=4684)
0.33333334 = coord(2/6)
- 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.
- Source
- Journal of the Association for Information Science and Technology. 70(2019) no.2, S.140-150
-
Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004)
0.03
0.025979813 = product of:
0.077939436 = sum of:
0.012707461 = weight(_text_:information in 2226) [ClassicSimilarity], result of:
0.012707461 = score(doc=2226,freq=4.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.16457605 = fieldWeight in 2226, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=2226)
0.06523198 = weight(_text_:networks in 2226) [ClassicSimilarity], result of:
0.06523198 = score(doc=2226,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.31355235 = fieldWeight in 2226, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.046875 = fieldNorm(doc=2226)
0.33333334 = coord(2/6)
- 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.
- Source
- Journal of the American Society for Information Science and technology. 55(2004) no.5, S.414-430
-
Ford, N.: "Conversational" information systems : Extending educational informatics support for the web-based learner (2005)
0.02
0.021413064 = product of:
0.06423919 = sum of:
0.020751199 = weight(_text_:information in 4397) [ClassicSimilarity], result of:
0.020751199 = score(doc=4397,freq=24.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.2687516 = fieldWeight in 4397, product of:
4.8989797 = tf(freq=24.0), with freq of:
24.0 = termFreq=24.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=4397)
0.04348799 = weight(_text_:networks in 4397) [ClassicSimilarity], result of:
0.04348799 = score(doc=4397,freq=2.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.2090349 = fieldWeight in 4397, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.03125 = fieldNorm(doc=4397)
0.33333334 = coord(2/6)
- 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.
-
Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006)
0.02
0.020948764 = product of:
0.06284629 = sum of:
0.0063537303 = weight(_text_:information in 2391) [ClassicSimilarity], result of:
0.0063537303 = score(doc=2391,freq=4.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.08228803 = fieldWeight in 2391, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0234375 = fieldNorm(doc=2391)
0.056492556 = weight(_text_:networks in 2391) [ClassicSimilarity], result of:
0.056492556 = score(doc=2391,freq=6.0), product of:
0.20804176 = queryWeight, product of:
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.043984205 = queryNorm
0.2715443 = fieldWeight in 2391, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
4.72992 = idf(docFreq=1060, maxDocs=44218)
0.0234375 = fieldNorm(doc=2391)
0.33333334 = coord(2/6)
- 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.
- BK
- 85.20 / Betriebliche Information und Kommunikation
- Classification
- 85.20 / Betriebliche Information und Kommunikation
- LCSH
- Computer networks
- Subject
- Computer networks
-
Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
0.01
0.014924051 = product of:
0.04477215 = sum of:
0.014975886 = weight(_text_:information in 3061) [ClassicSimilarity], result of:
0.014975886 = score(doc=3061,freq=2.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.19395474 = fieldWeight in 3061, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.078125 = fieldNorm(doc=3061)
0.029796265 = product of:
0.05959253 = sum of:
0.05959253 = weight(_text_:22 in 3061) [ClassicSimilarity], result of:
0.05959253 = score(doc=3061,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.38690117 = fieldWeight in 3061, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.078125 = fieldNorm(doc=3061)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Date
- 27. 1.1996 18:22:06
- Source
- Journal of education for library and information science. 36(1995) no.2, S.170-173
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
0.01
0.013817225 = product of:
0.041451674 = sum of:
0.011980709 = weight(_text_:information in 4356) [ClassicSimilarity], result of:
0.011980709 = score(doc=4356,freq=8.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.1551638 = fieldWeight in 4356, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.03125 = fieldNorm(doc=4356)
0.029470965 = product of:
0.05894193 = sum of:
0.05894193 = weight(_text_:states in 4356) [ClassicSimilarity], result of:
0.05894193 = score(doc=4356,freq=2.0), product of:
0.24220218 = queryWeight, product of:
5.506572 = idf(docFreq=487, maxDocs=44218)
0.043984205 = queryNorm
0.24335839 = fieldWeight in 4356, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.506572 = idf(docFreq=487, maxDocs=44218)
0.03125 = fieldNorm(doc=4356)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- 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.
- Footnote
- Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
-
Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997)
0.01
0.011939241 = product of:
0.03581772 = sum of:
0.011980709 = weight(_text_:information in 547) [ClassicSimilarity], result of:
0.011980709 = score(doc=547,freq=2.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.1551638 = fieldWeight in 547, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0625 = fieldNorm(doc=547)
0.023837011 = product of:
0.047674023 = sum of:
0.047674023 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
0.047674023 = score(doc=547,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.30952093 = fieldWeight in 547, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0625 = fieldNorm(doc=547)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- 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
-
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)
0.01
0.011894252 = product of:
0.035682756 = sum of:
0.014825371 = weight(_text_:information in 3415) [ClassicSimilarity], result of:
0.014825371 = score(doc=3415,freq=4.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.1920054 = fieldWeight in 3415, product of:
2.0 = tf(freq=4.0), with freq of:
4.0 = termFreq=4.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=3415)
0.020857384 = product of:
0.04171477 = sum of:
0.04171477 = weight(_text_:22 in 3415) [ClassicSimilarity], result of:
0.04171477 = score(doc=3415,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.2708308 = fieldWeight in 3415, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=3415)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Abstract
- In dem Artikel werden Voraussetzungen und methodische Konzepte für die Entwicklung von Online-Tutorials sowie deren praktische Umsetzung beschrieben. Die inhaltliche Basis bilden die Lehrbücher "Information Retrieval" und "Wirtschaftsinformation". Schwerpunkte sind die Auswahl der zur Anwendung kommenden Lehrmethoden, die methodisch-didaktische Aufbereitung der Lehrinhalte sowie die entsprechende gestalterische Realisierung.Die Tutoriallösungen werden an ausgewählten Beispielen demonstriert. Anhand der Beispiele wird verdeutlicht, dass Online-Tutorials als neues Lehrund Lernmedium zum einen den Lehrenden gestatten, Inhalte in erweiterter Form anzubieten und zum anderen den Lernenden umfangreiche Möglichkeiten der Aufnahme und Verarbeitung des Lehrstoffes bieten.
- Date
- 22. 5.2005 10:39:09
- Source
- Information - Wissenschaft und Praxis. 56(2005) H.3, S.143-148
-
Wood, F.; Ford, N.; Miller, D.; Sobczyk, G.; Duffin, R.: Information skills, searching behaviour and cognitive styles for student-centred learning : a computer-assisted learning approach (1996)
0.01
0.011147052 = product of:
0.033441156 = sum of:
0.015563398 = weight(_text_:information in 4341) [ClassicSimilarity], result of:
0.015563398 = score(doc=4341,freq=6.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.20156369 = fieldWeight in 4341, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.046875 = fieldNorm(doc=4341)
0.017877758 = product of:
0.035755515 = sum of:
0.035755515 = weight(_text_:22 in 4341) [ClassicSimilarity], result of:
0.035755515 = score(doc=4341,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.23214069 = fieldWeight in 4341, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.046875 = fieldNorm(doc=4341)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Abstract
- Undergraduates were tested to establish how they searched databases, the effectiveness of their searches and their satisfaction with them. The students' cognitive and learning styles were determined by the Lancaster Approaches to Studying Inventory and Riding's Cognitive Styles Analysis tests. There were significant differences in the searching behaviour and the effectiveness of the searches carried out by students with different learning and cognitive styles. Computer-assisted learning (CAL) packages were developed for three departments. The effectiveness of the packages were evaluated. Significant differences were found in the ways students with different learning styles used the packages. Based on the experience gained, guidelines for the teaching of information skills and the production and use of packages were prepared. About 2/3 of the searches had serious weaknesses, indicating a need for effective training. It appears that choice of searching strategies, search effectiveness and use of CAL packages are all affected by the cognitive and learning styles of the searcher. Therefore, students should be made aware of their own styles and, if appropriate, how to adopt more effective strategies
- Source
- Journal of information science. 22(1996) no.2, S.79-92
-
Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998)
0.01
0.010446835 = product of:
0.031340506 = sum of:
0.010483121 = weight(_text_:information in 2353) [ClassicSimilarity], result of:
0.010483121 = score(doc=2353,freq=2.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.13576832 = fieldWeight in 2353, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=2353)
0.020857384 = product of:
0.04171477 = sum of:
0.04171477 = weight(_text_:22 in 2353) [ClassicSimilarity], result of:
0.04171477 = score(doc=2353,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.2708308 = fieldWeight in 2353, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=2353)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Abstract
- Moderne Lehr-Lern-Technologien führen zu weitreichenden Veränderungen im Bildungswesen. Gleichzeitig wirft ihr einsatz neue fragen auf, z.B. hinsichtlich des hohen Erstellungs- und Pflegeaufwandes sowie planerisch-organisatorischer Probleme in den Hochschulen. Anknüpfend an die HRK-Empfehlungen werden insbesondere folgende Fragen aufgegriffen: Information über verfügbare Lehrprogramme; die Rolle von Rechen-/Medienzentren und Bibliotheken; die inhaltliche Verantwortung der Fachbereiche; sinnvolle Einstiegsfelder medialer Lehrangebote; Kooperation und Wettbewerb zwischen den Hochschulen; Erweiterung der Entscheidungs- und Handlungsautonomie der Hochschulen; finanzierungsbedingungen und Anreize für die Erstellung medialer Lehrprogramme. Zusammenfassend ist darauf hinzuweisen, daß Medienlehre hohe Potentiale für das Selbstlernen und die Anpassung an individuelle Lernbedingungen enthält, die konkrete Umsetzung jedoch neue realistische Konzepte erfordert
- Source
- Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21
-
Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008)
0.01
0.010446835 = product of:
0.031340506 = sum of:
0.010483121 = weight(_text_:information in 1391) [ClassicSimilarity], result of:
0.010483121 = score(doc=1391,freq=2.0), product of:
0.0772133 = queryWeight, product of:
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.043984205 = queryNorm
0.13576832 = fieldWeight in 1391, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.7554779 = idf(docFreq=20772, maxDocs=44218)
0.0546875 = fieldNorm(doc=1391)
0.020857384 = product of:
0.04171477 = sum of:
0.04171477 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
0.04171477 = score(doc=1391,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.2708308 = fieldWeight in 1391, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.0546875 = fieldNorm(doc=1391)
0.5 = coord(1/2)
0.33333334 = coord(2/6)
- Date
- 10. 2.2008 14:22:00
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.32-36
-
Bibliotheken und die Vernetzung des Wissens (2002)
0.01
0.010196561 = product of:
0.061179362 = sum of:
0.061179362 = weight(_text_:united in 1741) [ClassicSimilarity], result of:
0.061179362 = score(doc=1741,freq=2.0), product of:
0.24675635 = queryWeight, product of:
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.043984205 = queryNorm
0.2479343 = fieldWeight in 1741, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
5.6101127 = idf(docFreq=439, maxDocs=44218)
0.03125 = fieldNorm(doc=1741)
0.16666667 = coord(1/6)
- 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
-
Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002)
0.01
0.005959253 = product of:
0.035755515 = sum of:
0.035755515 = product of:
0.07151103 = sum of:
0.07151103 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
0.07151103 = score(doc=1512,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.46428138 = fieldWeight in 1512, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.09375 = fieldNorm(doc=1512)
0.5 = coord(1/2)
0.16666667 = coord(1/6)
- Date
- 11. 8.2002 15:05:22
-
Wood, A.D.G.: Instructional technology in the business environment (1995)
0.01
0.005959253 = product of:
0.035755515 = sum of:
0.035755515 = product of:
0.07151103 = sum of:
0.07151103 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
0.07151103 = score(doc=8110,freq=2.0), product of:
0.1540252 = queryWeight, product of:
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.043984205 = queryNorm
0.46428138 = fieldWeight in 8110, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.5018296 = idf(docFreq=3622, maxDocs=44218)
0.09375 = fieldNorm(doc=8110)
0.5 = coord(1/2)
0.16666667 = coord(1/6)
- Source
- Multimedia today. 3(1995) no.1, S.18-22
