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  • × theme_ss:"Computer Based Training"
  1. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.06 
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    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.
    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
  2. Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004) 0.03 
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    Abstract
    Covers the key current topic of electronic library resources and learning in the digital age. Discusses the changing 'nformation environment' in which librarians now work and the development of e-learning and its impact an higher education; the changing role of the librarian in supporting online learning; the technical problems associated with connecting up library systems; the Copyright and licensing of electronic resources in a digital environment; and, finally, tips for librarians when becoming involved in such initiatives.
    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
  3. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.03 
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    Abstract
    Discusses briefly the application of hypertext in library user training with particular reference to a specific hypertext based tutorial designed to teach library school students the basics knowledge of abstracts and abstracting process
    Date
    27. 1.1996 18:22:06
    Source
    Journal of education for library and information science. 36(1995) no.2, S.170-173
  4. Montague, R.-A.: Web-based Information Science Education (WISE) : an inter-institutional collaboration to promote quality e-learning (2005) 0.03 
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    Abstract
    Developing inter-institutional collaborative agreements for online education offers the potential benefit of increasing participants' access to resources and decreasing costs to institutions. Designing and sustaining models of cooperation to cross institutional boundaries is inherently complex and requires significant commitment. This paper explores the rationale for developing consortia and describes opportunities and challenges that arise in establishing and maintaining agreements to promote quality online education in library and information science (LIS) with peer institutions. Insights are shared based on 'lessons learned' in establishing the Web-based Information Science Education (WISE) consortium. Emphasis is placed on the three key elements of the WISE model of collaboration -- metrics for quality online education, faculty development in online pedagogy, and course share.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
  5. Biddiscombe, R.: Developing a Web library guide for an academic library : problems, solutions and future possibilities (1997) 0.03 
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    Abstract
    Describes the development of a Web Library Guide at Birmingham University, UK. Having developed a hypertext guide using Asymetrix Toolbook which gave guidance to users on the subjects and services available in the main library of the university, the information was repackaged for loading on to the WWW. Outlines the reasons for this move, explains the process of the transposition, and suggests future possibilities for the project
  6. Pan, B.; Gay, G.; Saylor, J.; Hembrooke, H.: One digital library, two undergraduate casses, and four learning modules : uses of a digital library in cassrooms (2006) 0.02 
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    Abstract
    The KMODDL (kinematic models for design digital library) is a digital library based on a historical collection of kinematic models made of steel and bronze. The digital library contains four types of learning modules including textual materials, QuickTime virtual reality movies, Java simulations, and stereolithographic files of the physical models. The authors report an evaluation study on the uses of the KMODDL in two undergraduate classes. This research reveals that the users in different classes encountered different usability problems, and reported quantitatively different subjective experiences. Further, the results indicate that depending on the subject area, the two user groups preferred different types of learning modules, resulting in different uses of the available materials and different learning outcomes. These findings are discussed in terms of their implications for future digital library design.
    Source
    Journal of the American Society for Information Science and Technology. 57(2006) no.10, S.1315-1325
  7. Gorman, P.; Lees, R.: Designing Infopoint : a multipurpose multimedia library guide (1995) 0.02 
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    Abstract
    Describes the design and development of a multimedia guide to learning services. Gives details of the package which encompasses library and computing facilities, subject resources, floorplans and site personnel. Discusses the problems associated with introducing large numbers of students to learning services and explores the advantages of the multimedia approach. Outlines the multipurpose nature of the package and describes plans for future evaluation and developments
    Source
    The new review of academic librarianship. 1995, no.1, S.85-94
  8. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.02 
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    Abstract
    Although hundreds of undergraduate students receive library instruction when their instructors arrange for a class tour or bibliographic instruction session, thousands of other students do not. Describes the planning process that took place in the development of a cross platform interactive multimedia instruction program designed to be accessible to students with diverse information literacy skills. Covers the merits and limitations of several authoring software packages and offers some guidelines concerning time requirements
    Date
    27.11.1995 17:07:22
  9. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.02 
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    Abstract
    Describes how librarians at the Louise M. Darling Biomedical Library, California University Los Angeles (UCLA), developed a library user training programme, based on computer assisted instruction, for the 800 to 900 undergraduate biology students per year who enrol in the department's basic, compulsory, introductory course. Compares the effectiveness of computer assisted instruction with the lecture method, using a range of techniques, including a follow up survey. Concludes that computer assisted instruction in combination with the laboratory manual is an effective and user friendly way of offering user training
    Date
    13. 7.1998 22:01:14
  10. Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011) 0.02 
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    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
  11. Hicks, J.T.: Computer assisted instruction in library orientation and services (1976) 0.02 
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    Source
    Bulletin of the Medical Library Association. 64(1976) no.2, S.238-240
  12. Winiwarter, W.; Kagawa, O.; Kambayashi, Y.: Multimodal natural language interfaces for hypermedia distance education : the VIENA Classroom System (1996) 0.02 
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    Abstract
    In VIENA Classroom (short for VIEw NAtural Classroom, a powerful extension of the existing VIEW Classroom system) the teaching material is prepared as hypermedia documents and presented to the students. Students arer free to ask questions at any time which are either answered directly from the FAQ knowledge base or transferred to the teacher for later processing. By means of a multimodal natural language interface the students can formulate their questions directly in Japanase. As additional assistance the students can browse through context-semsitive ranked lists of FAQ
    Source
    TKE'96: Terminology and knowledge engineering. Proceedings 4th International Congress on Terminology and Knowledge Engineering, 26.-28.8.1996, Wien. Ed.: C. Galinski u. K.-D. Schmitz
  13. Vishwanatham, R.; Wilkins, W.; Jevec, T.: ¬The Internet as a medium for online instruction (1997) 0.02 
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    Abstract
    Describes the work of a task force of librarians, at Illinois University at Chicago, in developing an introductory course on the online searching of the Internet and which was conducted over the University's electronic mail network. The 16 lesson course was distributed via listserv to students, staff, residents, and faculty (some using university facilities and some using equipment at their home or office) in various locations throughout the state. Initially, more than 450 people subscribes. Subscribers received 2 lessons a week for 8 weeks. Lessons were made available via FTP ot gopher after initial distribution. Content included basic information, troubleshooting advice, and exercises for practice. Pre and post tests were conducted via listserv to assess the participants' prior knowledge and subsequent knowledge gain. Describes the development of the online course, discusses the results of pre and post tests, and notes the implications for the library's instructional role of using an online instruction medium
  14. Fuller, D.W.: Computer-assisted instruction and the school library media center (1986) 0.01 
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    Source
    Encyclopedia of library and information science. Vol.40, [=Suppl.5]
  15. Zainab, A.N.; Hai, T.K.; Hazita, M.A.: ¬A multimedia library guide for general reference information (1998) 0.01 
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    Abstract
    Describes the development of UMLIS (University of Malaya Library Information System), a multimedia general guide to the library developed using Authorware 3.0 software. The guide provides information on all 12 libraries within the Malaya University library system, with details about the library type, procedures for membership, borrowing and returning; reservations; fines; regulations; opening hours; and services and facilities offered. Provides information on the library collection, CD-ROM databases and on the OPAC
  16. Tallon, J.L.: Computer-assisted-instruction and the university library (1982) 0.01 
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    Source
    Canadian journal of information science. 7(1982) June, S.49-55
  17. Bayne, P.S.; Keally, J.; Rader, J.C.: Implementing computer-based training for library staff (1994) 0.01 
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    Abstract
    Describes the strategies used by a project team at Tennessee University at Knoxville to implement a programme of computer based training for library staff. Emphasizes that many of the strategies were designed to promote acceptance by the staff and the institution of the value of the programme. Among the strategies discussed are: consultation with staff; involving staff in the evaluation of the products used and responding to their suggestions; active recognition of staff help; promoting support from the institution's administration; and devising an implementation plan with involvement of supervisory staff
    Source
    Library administration and management. 8(1994) no.2, S.78-81
  18. Rodriguez, H.F.: ¬The role of the library in distance education (1996) 0.01 
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    Abstract
    The role of the library in distance ducation is evolving. Guided by accreditation standards, libraries seek to meet the needs of distant learners through a variety of services and products. While the Internet plays a significant role in the access and delivery of library services, new information technology is being developed to meet the growing needs and demands of distant learners
  19. Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993) 0.01 
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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
  20. Yi, H.: Library instruction goes online : an inevitable trend (2005) 0.01 
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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.
    Source
    Library review. 54(2005) no.1, S.47-58

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