Search (63 results, page 1 of 4)

  • × theme_ss:"Computer Based Training"
  1. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.05 
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    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
  2. Descy, D.E.: Web-based organizational tools and techniques in support of learning : Internet-based library services (2004) 0.03 
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    Abstract
    The Internet, particularly the Web, is a wonderful free source of information that can vastly improve the array of resources available to library patrons. Unfortunately, not all information is honest and accurate, and some of it is not suitable for certain age groups. Students using the Web for research often come upon unsuitable sites. We can get around this by constructing Web learning environments containing safe sites for students. These learning experiences include WebQuests, Pathfinders, Treasure Hunts, Scavenger Hunts, and Tracks.
  3. Byers, D.F.; Wilson, L.: ¬The Web as a teaching tool (1996) 0.03 
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    Abstract
    WWW homepages can be used as an online teaching tool. The course homepage at the University of Cincinnati College and Engineering Library includes an assignment which step-by-step took students through the tasks of looking up books, journal articles and web sites to do their own retrieval in a variety of electronic systems
  4. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.03 
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    Abstract
    Web technologies may radically alter the way in which we learn and the business model of corporate and professional training. Examines issues relating to the design and delivery of online learning
    Date
    1. 8.1996 22:08:06
  5. Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995) 0.02 
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    Abstract
    Reports on a 1992 study, commissioned by the UK Universities and Research Councils Joint Network Team on the potential impact of the high speed SuperJANET network on teaching and learning practices in universities. Structured interviews with staff at Cambridge and Kent universities were used to predict and identify any inhibitors and actions necessary to ensure effective take up. Estimates the costs of providing infrastructures within sites. Follow up interviews were carried out in 1994. Increased optimism was found and an increased feed of active research into teaching using network resources
  6. 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
  7. Jacobson, M.J.: Issues in hypertext and hypermedia research : toward a framework for linking theory-to-design (1994) 0.02 
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    Abstract
    Discusses research issues related to the utilization of cognitive learning and instructional theory to design technology-based learning environments such as hypertext and hypermedia. A Theory-To-Design framework is a sketch which considers 2 main roles for theory: theory construction and testing and prescriptive artifact design. Another component of the framework posits that technology based learning environments employing a particular theoretical perspective should link theory elements to specific design features. The Theory-To-Design framework is then used as the basis of an analysis of theoretical and design issues raised in a recent hypermedia research project
  8. Steppi, H.: CBT - Computer Based Training : Planung, Design und Entwicklung interaktiver Lernprogramme (1990) 0.01 
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  9. Overbaugh, R.C.: Research-based guidelines for computer-based instruction development (1994) 0.01 
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    Abstract
    The current generation of authoring systems provides tools for non programmers to create software. Provides guidelines for educators who wish to design custom software to meet either their own or other's needs. Many instructional design theories and related computer based empirical research findings are merged into a prescription for the most important facet of courseware development - instructional design. The instructional design process, based on Gagne's 9 events of learning, is broken into 4 domains: instructional set, teaching strategies, student performance, and issues unique to computer based instruction
  10. Schulmeister, R.: Grundlagen hypermedialer Lernsysteme : Theorie, Didaktik, Design (1996) 0.01 
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  11. ¬The digital university : building a learning community (2002) 0.01 
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    Abstract
    University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.
    Date
    22. 3.2008 14:43:03
  12. Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995) 0.01 
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    Abstract
    Outlines a systematic instructional design model for developing a multimedia computer assisted instruction (CAI) courseware. The model illustrates roles and tasks as 2 dimensions necessary in a CAI production teamwork. Presents 4 major components of the process: analysis; design, development; and revision and evaluation. Identifies 8 roles that go with each component skills. Concludes that the model will be usefull in serving as a framework for developing a multimedia CAI courseware for rducators, instructional designers and CAI industry developers
  13. Duncan, N.C.: Evaluation of instructional software : design considerations and recommendations (1993) 0.01 
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    Abstract
    The elements of desirable research design for the evaluation of educational technolgy are discussed with reference to the context of existing research. Sources of internal invalidity, type of compared educational acitivity, and outcome measures are considered. Finally, recommendations regarding the direction of evaluation research are made. Research designs that take into account the characteristics of the learner, the software, and the taecher preferably within the framework of a model of the learning process should be adopted
  14. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.01 
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    Date
    11. 8.2002 15:05:22
  15. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.01 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
  16. Pasicznyuk, R.W.: Application development for user instruction : constructing an interactive kiosk (1995) 0.01 
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    Abstract
    The University of Colorado has designed and implemented an information kiosk for computer based user instruction. Describes the product design, development, delivery and evaluation stages of this project
  17. Schreiber, A.: CBT-Anwendungen professionell entwickeln (1998) 0.01 
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    Abstract
    Systematisch, an Praxisfeldern orientiert vermittelt das Werk fundiertes Fachwissen als Arbeits- und Entscheidungshilkfe zur Entwicklung computerunterstützter Lernprogramme. Besonderer Wert wird auf die Darstellung projektrelevanter Aspekte aus Pädagogok, Informatik und Design gelegt
  18. E-Learning weltweit : Lernen und Lehren (2005) 0.01 
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    Content
    Bundesweite Förderprogramme und Landesinitiativen zur Verbreitung des computergestützten Lernens in der Aus- und Weiterbildung gaben den Ausschlag für eine Untersuchung des Einsatzes von E-Learning an deutschen Hochschulen. Durchgeführt wurde sie vom Institut für Medien- und Kompetenzforschung und dem Multimedia Kontor Hamburg. Gegründet wurde das Kontor von den staatlichen Hochschulen in Hamburg, die sich in einem gemeinsamen E-Learning-Consortium . zusammengeschlossen hallen. Das Kernergebnis der Studie, an der sich vor allem Hochschulen beteiligt haben, die diese neue Lernform tatsächlich einsetzen, lautet: E-LearnIng ist Bestandteil, aber nicht Alltag in der Hochschule. Danach setzt die Mehrheit von 86 der 95 befragten Hochschulen Computer in Lehrveranstal- tungen ein. Vor allem an großen und staatlichen Einrichtungen werden computergestützte Lernformen angeboten. Bei den Lernangeboten handelt es sich an 63 Hochschulen um Präsenzveranstaltungen mit Online-Unterstützung. Blended-Learning-Arrangements, also allgemein netzgestützte Angebote, und reine Online-Studiengänge werden nur an 40 beziehungsweise 22 Lehrstätten angeboten. Durchschnittlich setzen neun von zehn befragten Hochschulen aktuell E-Learning in ihren Lehrveranstaltungen ein. Ziel der Untersuchung war es auch, zu ermitteln, wie E-Learning-Angebote innerhalb verschiedener Studiengänge genutzt werden. Die Verfasser kommen zu dem Schluss, dass die Differenzierung der E-Learning-Angebote nach Fächergruppen deutliche Schwerpunkte erkennen lässt. So sind Disziplinen mit ausgeprägter Computeraffinität wie Informatik und Ingenieurwissenschaften neben Fächern mit hohen Studierendenzahlen wie etwa Wirtschafts- und Sozialwissenschaften klare Vorreiter in der neuen computergestützten Hochschullehre. Im Mittelfeld finden sich dagegen kreativ-gestalterische Studiengänge wie Kunst, Design und Mediengestaltung sowie Sprach- und Kulturwissenschaften, aber auch Natur- und Umweltwissenschaften. Für diese lässt sich vermuten, dass aufgrund ihres hohen Praxisanteils der Computer hier nur bedingt zum Einsatz kommen kann. Dass Rechtswissenschaften und Technikstudiengänge auf den hinteren Plätzen rangieren, kann kaum überraschen. Denn hier wird der Computer nur selten als LehrLern-Medium eingesetzt. Anders sieht es aus in den medizinisch-pharmazeutischen Disziplinen. Denn in der Medizinerausbildung und -praxis kommen Computer häufig zum Einsatz. Die niedrigen Einsatzzahlen müssen daher erstaunen. Neben der Ermittlung des Umfangs und der Verteilung auf unterschiedliche Studiengänge analysierten die Autoren die Akzeptanzwerte von E-Learning-Angeboten. Befragt wurden, Hochschulvertreter. Die waren selbst weniger im Hochschulbetrieb eingebunden, sondern bekleideten Leitungspositionen. Rund die Hälfte von ihnen denkt, dass Lehrende gegenüber dem Einsatz von E-Learning-Angeboten positiv eingestellt sind. Jeder Neunte glaubt hingegen an eine Befürwortung klassischer Präsenzveranstaltungen. Eine höhere Akzeptanz vermuten die Befragten dabei bei den Lehrenden von Fachhochschulen. Auch den Studierenden insgesamt werden höhere Akzeptanzwerte bescheinigt. Die Befragten schätzen dabei aber, dass nur bis zu fünf Prozent aller Studierenden gegenwärtig mit E-Learning arbeiten. Die Befragten geben ferner Auskunft darüber, wie sie die Lernergebnisse unter Einsatz neuer Techniken einschätzen. Nur ein Viertel schätzt dabei die Qualität von Prüfungsergebnissen beim E-Learning im Vergleich zu Präsenzveranstaltungen als besser ein. Jeder Zweite kann keinen Qualitätsunterschied ausmachen. Allerdings geht die Hälfte der befragten Hochschulmitarbeiter davon aus, dass die Nutzer den neuen Technologie bis 2007 bessere Eregbnisse in Tests erzielen werden. Entsprechend prognostizieren die Befragten einen Anstieg der studentischen E-Learning-Nutzer innerhalb der nächsten Jahre: Drei von vier Hochschulvertretern kommen zu dem Schluss, dass künftig mehr Studierende mit Hilfe des Computers lernen werden."
  19. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.01 
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    Date
    27. 1.1996 18:22:06
  20. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.01 
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    Abstract
    Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.

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