Search (39 results, page 1 of 2)

  • × theme_ss:"Computer Based Training"
  1. Devadason, F.J.; Devadason, R.: TEPACIS: a teaching package on CDS/ISIS (1994) 0.02 
    0.018191008 = product of:
  0.08185954 = sum of:
    0.049321324 = weight(_text_:bibliographic in 1082) [ClassicSimilarity], result of:
      0.049321324 = score(doc=1082,freq=2.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.34409973 = fieldWeight in 1082, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.0625 = fieldNorm(doc=1082)
    0.032538213 = weight(_text_:data in 1082) [ClassicSimilarity], result of:
      0.032538213 = score(doc=1082,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.2794884 = fieldWeight in 1082, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.0625 = fieldNorm(doc=1082)
  0.22222222 = coord(2/9)
    Abstract
    TEPACIS is a computer assisted instruction package on CDS/ISIS which simulates the running of CDS/ISIS by allowing and accepting keyboard input of command codes and data. It is divided into 16 chapters, each presenting background information and guiding the learner to interact with CDS/ISIS in a simulated environment. TEPACIS includes enough background information on database formats, steps ind esigning a database, inverted index files, and so on, to make it useful to those interested in bibliographic databases in general. A second part, dealing with more advanced features of the software, is being developed
  2. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.02 
    0.015394375 = product of:
  0.06927469 = sum of:
    0.049321324 = weight(_text_:bibliographic in 547) [ClassicSimilarity], result of:
      0.049321324 = score(doc=547,freq=2.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.34409973 = fieldWeight in 547, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.0625 = fieldNorm(doc=547)
    0.019953365 = product of:
      0.03990673 = sum of:
        0.03990673 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
          0.03990673 = score(doc=547,freq=2.0), product of:
            0.12893063 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.036818076 = 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)
  0.22222222 = coord(2/9)
    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
  3. Hyland, M.; Mortimer, M.: Computer assisted learning and the teaching of cataloguing (1995) 0.01 
    0.013649155 = product of:
  0.1228424 = sum of:
    0.1228424 = weight(_text_:readable in 5718) [ClassicSimilarity], result of:
      0.1228424 = score(doc=5718,freq=2.0), product of:
        0.2262076 = queryWeight, product of:
          6.1439276 = idf(docFreq=257, maxDocs=44218)
          0.036818076 = queryNorm
        0.5430516 = fieldWeight in 5718, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          6.1439276 = idf(docFreq=257, maxDocs=44218)
          0.0625 = fieldNorm(doc=5718)
  0.11111111 = coord(1/9)
    Abstract
    Discusses the benefits of computer assisted learning (CAL) in overcoming the problem of teaching practical cataloguing skills in already crowded library studies programmes. Describes the development of CatSkill, a CAL package offering a complete course in the use od AACR2R and machine readable cataloguing coding, and looks at the features of an effective CAL package
  4. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.01 
    0.013470079 = product of:
  0.060615353 = sum of:
    0.04315616 = weight(_text_:bibliographic in 1400) [ClassicSimilarity], result of:
      0.04315616 = score(doc=1400,freq=2.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.30108726 = fieldWeight in 1400, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1400)
    0.017459193 = product of:
      0.034918386 = sum of:
        0.034918386 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
          0.034918386 = score(doc=1400,freq=2.0), product of:
            0.12893063 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.036818076 = queryNorm
            0.2708308 = fieldWeight in 1400, 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=1400)
      0.5 = coord(1/2)
  0.22222222 = coord(2/9)
    Date
    13. 7.1998 22:01:14
  5. Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004) 0.01 
    0.009095504 = product of:
  0.04092977 = sum of:
    0.024660662 = weight(_text_:bibliographic in 3729) [ClassicSimilarity], result of:
      0.024660662 = score(doc=3729,freq=2.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.17204987 = fieldWeight in 3729, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.03125 = fieldNorm(doc=3729)
    0.016269106 = weight(_text_:data in 3729) [ClassicSimilarity], result of:
      0.016269106 = score(doc=3729,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.1397442 = fieldWeight in 3729, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.03125 = fieldNorm(doc=3729)
  0.22222222 = coord(2/9)
    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
  6. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.01 
    0.009093012 = product of:
  0.0818371 = sum of:
    0.0818371 = weight(_text_:germany in 4356) [ClassicSimilarity], result of:
      0.0818371 = score(doc=4356,freq=4.0), product of:
        0.21956629 = queryWeight, product of:
          5.963546 = idf(docFreq=308, maxDocs=44218)
          0.036818076 = queryNorm
        0.3727216 = fieldWeight in 4356, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          5.963546 = idf(docFreq=308, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
  0.11111111 = coord(1/9)
    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.
  7. Stewart, A.; Tait, M.: CALAIS Database Explorer : coping with bibliographic database overload (1997) 0.01 
    0.007750098 = product of:
  0.06975088 = sum of:
    0.06975088 = weight(_text_:bibliographic in 1674) [ClassicSimilarity], result of:
      0.06975088 = score(doc=1674,freq=4.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.4866305 = fieldWeight in 1674, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.0625 = fieldNorm(doc=1674)
  0.11111111 = coord(1/9)
    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
  8. ¬The digital university : building a learning community (2002) 0.01 
    0.0073299278 = product of:
  0.032984674 = sum of:
    0.02300799 = weight(_text_:data in 1782) [ClassicSimilarity], result of:
      0.02300799 = score(doc=1782,freq=4.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.19762816 = fieldWeight in 1782, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.03125 = fieldNorm(doc=1782)
    0.009976682 = product of:
      0.019953365 = sum of:
        0.019953365 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
          0.019953365 = score(doc=1782,freq=2.0), product of:
            0.12893063 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.036818076 = queryNorm
            0.15476047 = fieldWeight in 1782, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=1782)
      0.5 = coord(1/2)
  0.22222222 = coord(2/9)
    Date
    22. 3.2008 14:43:03
    LCSH
    Education, Higher / Great Britain / Data processing
    Subject
    Education, Higher / Great Britain / Data processing
  9. Crawford, W.: Codies, bloatware, and bibliographic training (1998) 0.01 
    0.005480147 = product of:
  0.049321324 = sum of:
    0.049321324 = weight(_text_:bibliographic in 3584) [ClassicSimilarity], result of:
      0.049321324 = score(doc=3584,freq=2.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.34409973 = fieldWeight in 3584, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.0625 = fieldNorm(doc=3584)
  0.11111111 = coord(1/9)
  10. McNab, A.: ¬The potential of the Internet for teaching and learning (1994) 0.01 
    0.005112887 = product of:
  0.04601598 = sum of:
    0.04601598 = weight(_text_:data in 1440) [ClassicSimilarity], result of:
      0.04601598 = score(doc=1440,freq=4.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.3952563 = fieldWeight in 1440, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.0625 = fieldNorm(doc=1440)
  0.11111111 = coord(1/9)
    Abstract
    With the increasing emphasis on student centered learning, the library at the university of Hull has taken several initiatives towards the creation of an awareness of networked electronic information resources on campus, encouraging their use in support of teaching and research. The 'free' access to Internet using JANET is explained, along with examples of the sort of data that can be browsed, and if required, downloaded. Discusses the use of Internet 'data' in computer based training is discussed, as well as e-mail and other online addresses (url). with some that might be useful to educationalists listed
  11. Emmons, S.R.; Light, R.P.; Börner, K.: MOOC visual analytics : empowering students, teachers, researchers, and platform developers of massively open online courses (2017) 0.01 
    0.0050526154 = product of:
  0.04547354 = sum of:
    0.04547354 = weight(_text_:data in 3827) [ClassicSimilarity], result of:
      0.04547354 = score(doc=3827,freq=10.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.39059696 = fieldWeight in 3827, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3827)
  0.11111111 = coord(1/9)
    Abstract
    Along with significant opportunities, Massively Open Online Courses (MOOCs) provide major challenges to students (keeping track of course materials and effectively interacting with teachers and fellow students), teachers (managing thousands of students and supporting their learning progress), researchers (understanding how students interact with materials and each other), and MOOC platform developers (supporting effective course design and delivery in a scalable way). This article demonstrates the use of data analysis and visualization as a means to empower students, teachers, researchers, and platform developers by making large volumes of data easy to understand. First, we introduce the insight needs of different stakeholder groups. Second, we compare the wide variety of data provided by major MOOC platforms. Third, we present a novel framework that distinguishes visualizations by the type of questions they answer. We then review the state of the art MOOC visual analytics using a tabulation of stakeholder needs versus visual analytics workflow types. Finally, we present new data analysis and visualization workflows for statistical, geospatial, and topical insights. The workflows have been optimized and validated in the Information Visualization MOOC (IVMOOC) annually taught at Indiana University since 2013. All workflows, sample data, and visualizations are provided at http://cns.iu.edu/2016-MOOCVis.html.
  12. 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 
    0.004795129 = product of:
  0.04315616 = sum of:
    0.04315616 = weight(_text_:bibliographic in 8103) [ClassicSimilarity], result of:
      0.04315616 = score(doc=8103,freq=2.0), product of:
        0.14333439 = queryWeight, product of:
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.036818076 = queryNorm
        0.30108726 = fieldWeight in 8103, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.893044 = idf(docFreq=2449, maxDocs=44218)
          0.0546875 = fieldNorm(doc=8103)
  0.11111111 = coord(1/9)
    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
  13. Rupp-Serrano, K.; Buchanen, N.: Using presentation software for computerised instruction (1992) 0.00 
    0.003615357 = product of:
  0.032538213 = sum of:
    0.032538213 = weight(_text_:data in 507) [ClassicSimilarity], result of:
      0.032538213 = score(doc=507,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.2794884 = fieldWeight in 507, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.0625 = fieldNorm(doc=507)
  0.11111111 = coord(1/9)
    Abstract
    Describes the use of presentation software, at Texas A&M University, for computer assisted instruction to train end users in the use of the OPAC. The software chosen for the University's Sterling C. Evans Library is Show Partner F/X. Major software attributes include: the ability to capture and download screens from NOTIS or other applications, including dialog searches and CD-ROM data bases; the ability to create original graphics and text
  14. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.00 
    0.0033255606 = product of:
  0.029930046 = sum of:
    0.029930046 = product of:
      0.05986009 = sum of:
        0.05986009 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.05986009 = score(doc=1512,freq=2.0), product of:
            0.12893063 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.036818076 = 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)
  0.11111111 = coord(1/9)
    Date
    11. 8.2002 15:05:22
  15. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.00 
    0.0033255606 = product of:
  0.029930046 = sum of:
    0.029930046 = product of:
      0.05986009 = sum of:
        0.05986009 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
          0.05986009 = score(doc=8110,freq=2.0), product of:
            0.12893063 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.036818076 = 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)
  0.11111111 = coord(1/9)
    Source
    Multimedia today. 3(1995) no.1, S.18-22
  16. Leach, B.A.: Identifying CD-ROM use patterns as a tool for evaluating user instruction (1994) 0.00 
    0.0031634374 = product of:
  0.028470935 = sum of:
    0.028470935 = weight(_text_:data in 8562) [ClassicSimilarity], result of:
      0.028470935 = score(doc=8562,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.24455236 = fieldWeight in 8562, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.0546875 = fieldNorm(doc=8562)
  0.11111111 = coord(1/9)
    Abstract
    Workstation sign up records were used to determine use patterns for individuals searching CD-ROM databases in the Biological Sciences Library at Ohio State University between Jan 87 and Jun 91. Data were gathered for the number of database uses, interval between first and last database use, and number of academic quarters in which databases were used. More than half the individuals recorded all use within one month. Over one third recorded use on only one day. Results suggest that the library should emphasize basic point of use instruction for first time searchers and deemphasize workshops
  17. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.00 
    0.0027713005 = product of:
  0.024941705 = sum of:
    0.024941705 = product of:
      0.04988341 = sum of:
        0.04988341 = weight(_text_:22 in 3061) [ClassicSimilarity], result of:
          0.04988341 = score(doc=3061,freq=2.0), product of:
            0.12893063 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.036818076 = 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)
  0.11111111 = coord(1/9)
    Date
    27. 1.1996 18:22:06
  18. Zimmermann, K.; Mimkes, J.; Kamke, H.U.: ¬An ontology framework for e-learning in the knowledge society (2006) 0.00 
    0.0027115175 = product of:
  0.024403658 = sum of:
    0.024403658 = weight(_text_:data in 121) [ClassicSimilarity], result of:
      0.024403658 = score(doc=121,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.2096163 = fieldWeight in 121, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.046875 = fieldNorm(doc=121)
  0.11111111 = coord(1/9)
    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.
  19. Huber, R.; Paschke, A.; Awad, G.; Hantelmann, K.: Einsatz semantischer Technologien zur Entwicklung eines Lerntrajektoriengenerators in frei zugänglichen, nicht personalisierenden Lernplattformen : Erfahrungsbericht (2010) 0.00 
    0.0027115175 = product of:
  0.024403658 = sum of:
    0.024403658 = weight(_text_:data in 4279) [ClassicSimilarity], result of:
      0.024403658 = score(doc=4279,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.2096163 = fieldWeight in 4279, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.046875 = fieldNorm(doc=4279)
  0.11111111 = coord(1/9)
    Source
    Semantic web & linked data: Elemente zukünftiger Informationsinfrastrukturen ; 1. DGI-Konferenz ; 62. Jahrestagung der DGI ; Frankfurt am Main, 7. - 9. Oktober 2010 ; Proceedings / Deutsche Gesellschaft für Informationswissenschaft und Informationspraxis. Hrsg.: M. Ockenfeld
  20. Liu, X.; Jia, H.: Answering academic questions for education by recommending cyberlearning resources (2013) 0.00 
    0.0027115175 = product of:
  0.024403658 = sum of:
    0.024403658 = weight(_text_:data in 1012) [ClassicSimilarity], result of:
      0.024403658 = score(doc=1012,freq=2.0), product of:
        0.11642061 = queryWeight, product of:
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.036818076 = queryNorm
        0.2096163 = fieldWeight in 1012, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1620505 = idf(docFreq=5088, maxDocs=44218)
          0.046875 = fieldNorm(doc=1012)
  0.11111111 = coord(1/9)
    Abstract
    In this study, we design an innovative method for answering students' or scholars' academic questions (for a specific scientific publication) by automatically recommending e-learning resources in a cyber-infrastructure-enabled learning environment to enhance the learning experiences of students and scholars. By using information retrieval and metasearch methodologies, different types of referential metadata (related Wikipedia pages, data sets, source code, video lectures, presentation slides, and online tutorials) for an assortment of publications and scientific topics will be automatically retrieved, associated, and ranked (via the language model and the inference network model) to provide easily understandable cyberlearning resources to answer students' questions. We also designed an experimental system to automatically answer students' questions for a specific academic publication and then evaluated the quality of the answers (the recommended resources) using mean reciprocal rank and normalized discounted cumulative gain. After examining preliminary evaluation results and student feedback, we found that cyberlearning resources can provide high-quality and straightforward answers for students' and scholars' questions concerning the content of academic publications.

Authors

Years

Languages

  • e 29
  • d 10

Types

  • a 37
  • m 2
  • el 1
  • s 1
  • More… Less…

Themes

Subjects

Classifications