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Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011)
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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
-
Descy, D.E.: Web-based organizational tools and techniques in support of learning : Internet-based library services (2004)
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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.
-
Byers, D.F.; Wilson, L.: ¬The Web as a teaching tool (1996)
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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
-
Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998)
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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
-
Aston, J.; Slater, J.B.: Potential impact of high speed networking on teaching and learning in universities (1995)
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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
-
Jacobson, M.J.: Issues in hypertext and hypermedia research : toward a framework for linking theory-to-design (1994)
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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
-
Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005)
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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.
-
Overbaugh, R.C.: Research-based guidelines for computer-based instruction development (1994)
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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
-
Shyu, H.-Y.: Using an instructional design model for developing a multimedia CAI courseware (1995)
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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
-
Duncan, N.C.: Evaluation of instructional software : design considerations and recommendations (1993)
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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
-
Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002)
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- Date
- 11. 8.2002 15:05:22
-
Wood, A.D.G.: Instructional technology in the business environment (1995)
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- Source
- Multimedia today. 3(1995) no.1, S.18-22
-
Pasicznyuk, R.W.: Application development for user instruction : constructing an interactive kiosk (1995)
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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
-
E-Learning weltweit : Lernen und Lehren (2005)
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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."
-
Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
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- Date
- 27. 1.1996 18:22:06
-
Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004)
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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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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)
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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.
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Bergeron, B.P.; Obeid, J.: Temporal issues in the design of virtual learning environments (1995)
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Welsh, T.: Simplifying hypermedia usage for learners : the effect of visual and manual filtering capabilities on efficiency, perceptions of usability, and performance (1995)
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- Abstract
- Investigates the effects of 2 hypermedia interface design strategies on learner efficiency, perceptions of usability, and performance. Compares these effects in relation to 2 tasks involved in reading to prepare for writing an essay - comprehending information and locating information. Findings support the use of manual and visual filtering tools in order to increase effiency and perceptions of usability
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Gorman, P.; Lees, R.: Designing Infopoint : a multipurpose multimedia library guide (1995)
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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
