Search (140 results, page 1 of 7)

  • × theme_ss:"Computer Based Training"
  1. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.04 
    0.036247265 = product of:
  0.054370895 = sum of:
    0.023519924 = weight(_text_:to in 3061) [ClassicSimilarity], result of:
      0.023519924 = score(doc=3061,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.28407046 = fieldWeight in 3061, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.078125 = fieldNorm(doc=3061)
    0.03085097 = product of:
      0.06170194 = sum of:
        0.06170194 = weight(_text_:22 in 3061) [ClassicSimilarity], result of:
          0.06170194 = score(doc=3061,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    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
  2. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.03 
    0.031817 = product of:
  0.0477255 = sum of:
    0.023044726 = weight(_text_:to in 3618) [ClassicSimilarity], result of:
      0.023044726 = score(doc=3618,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.2783311 = fieldWeight in 3618, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0625 = fieldNorm(doc=3618)
    0.024680775 = product of:
      0.04936155 = sum of:
        0.04936155 = weight(_text_:22 in 3618) [ClassicSimilarity], result of:
          0.04936155 = score(doc=3618,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    Abstract
    Demonstrates a new method of providing networked computer assisted learning to avoid the pitfalls of traditional methods. This was achieved using Web pages enhanced with Java applets, MPEG video clips and Dynamic HTML
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  3. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.03 
    0.031817 = product of:
  0.0477255 = sum of:
    0.023044726 = weight(_text_:to in 3619) [ClassicSimilarity], result of:
      0.023044726 = score(doc=3619,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.2783311 = fieldWeight in 3619, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0625 = fieldNorm(doc=3619)
    0.024680775 = product of:
      0.04936155 = sum of:
        0.04936155 = weight(_text_:22 in 3619) [ClassicSimilarity], result of:
          0.04936155 = score(doc=3619,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    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
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  4. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.03 
    0.028997809 = product of:
  0.043496713 = sum of:
    0.018815938 = weight(_text_:to in 547) [ClassicSimilarity], result of:
      0.018815938 = score(doc=547,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.22725637 = fieldWeight in 547, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0625 = fieldNorm(doc=547)
    0.024680775 = product of:
      0.04936155 = sum of:
        0.04936155 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
          0.04936155 = score(doc=547,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    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
  5. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.03 
    0.028997809 = product of:
  0.043496713 = sum of:
    0.018815938 = weight(_text_:to in 3620) [ClassicSimilarity], result of:
      0.018815938 = score(doc=3620,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.22725637 = fieldWeight in 3620, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0625 = fieldNorm(doc=3620)
    0.024680775 = product of:
      0.04936155 = sum of:
        0.04936155 = weight(_text_:22 in 3620) [ClassicSimilarity], result of:
          0.04936155 = score(doc=3620,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  6. Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011) 0.03 
    0.025645267 = product of:
  0.0384679 = sum of:
    0.019957317 = weight(_text_:to in 4199) [ClassicSimilarity], result of:
      0.019957317 = score(doc=4199,freq=8.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.24104178 = fieldWeight in 4199, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=4199)
    0.018510582 = product of:
      0.037021164 = sum of:
        0.037021164 = weight(_text_:22 in 4199) [ClassicSimilarity], result of:
          0.037021164 = score(doc=4199,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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(1/2)
  0.6666667 = coord(2/3)
    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. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.03 
    0.025373083 = product of:
  0.038059622 = sum of:
    0.016463947 = weight(_text_:to in 3588) [ClassicSimilarity], result of:
      0.016463947 = score(doc=3588,freq=4.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.19884932 = fieldWeight in 3588, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3588)
    0.021595677 = product of:
      0.043191355 = sum of:
        0.043191355 = weight(_text_:22 in 3588) [ClassicSimilarity], result of:
          0.043191355 = score(doc=3588,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  8. Chianese, A.; Cantone, F.; Caropreso, M.; Moscato, V.: ARCHAEOLOGY 2.0 : Cultural E-Learning tools and distributed repositories supported by SEMANTICA, a System for Learning Object Retrieval and Adaptive Courseware Generation for e-learning environments. (2010) 0.02 
    0.024950907 = product of:
  0.03742636 = sum of:
    0.022000873 = weight(_text_:to in 3733) [ClassicSimilarity], result of:
      0.022000873 = score(doc=3733,freq=14.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.2657236 = fieldWeight in 3733, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3733)
    0.015425485 = product of:
      0.03085097 = sum of:
        0.03085097 = weight(_text_:22 in 3733) [ClassicSimilarity], result of:
          0.03085097 = score(doc=3733,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = queryNorm
            0.19345059 = fieldWeight in 3733, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3733)
      0.5 = coord(1/2)
  0.6666667 = coord(2/3)
    Abstract
    The focus of the present research has been the development and the application to Virtual Archaeology of a Web-Based framework for Learning Objects indexing and retrieval. The paper presents the main outcomes of a experimentation carried out by an interdisciplinary group of Federico II University of Naples. Our equipe is composed by researchers both in ICT and in Humanities disciplines, in particular in the domain of Virtual Archaeology and Cultural Heritage Informatics in order to develop specific ICT methodological approaches to Virtual Archaeology. The methodological background is the progressive diffusion of Web 2.0 technologies and the attempt to analyze their impact and perspectives in the Cultural Heritage field. In particular, we approached the specific requirements of the so called Learning 2.0, and the possibility to improve the automation of modular courseware generation in Virtual Archaeology Didactics. The developed framework was called SEMANTICA, and it was applied to Virtual Archaeology Domain Ontologies in order to generate a didactic course in a semi-automated way. The main results of this test and the first students feedback on the course fruition will be presented and discussed..
    Source
    Wissensspeicher in digitalen Räumen: Nachhaltigkeit - Verfügbarkeit - semantische Interoperabilität. Proceedings der 11. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation, Konstanz, 20. bis 22. Februar 2008. Hrsg.: J. Sieglerschmidt u. H.P.Ohly
  9. 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) 0.02 
    0.023862753 = product of:
  0.035794128 = sum of:
    0.017283546 = weight(_text_:to in 4341) [ClassicSimilarity], result of:
      0.017283546 = score(doc=4341,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.20874833 = fieldWeight in 4341, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=4341)
    0.018510582 = product of:
      0.037021164 = sum of:
        0.037021164 = weight(_text_:22 in 4341) [ClassicSimilarity], result of:
          0.037021164 = score(doc=4341,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    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
  10. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.02 
    0.022158299 = product of:
  0.033237446 = sum of:
    0.011641769 = weight(_text_:to in 1400) [ClassicSimilarity], result of:
      0.011641769 = score(doc=1400,freq=2.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.14060771 = fieldWeight in 1400, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1400)
    0.021595677 = product of:
      0.043191355 = sum of:
        0.043191355 = weight(_text_:22 in 1400) [ClassicSimilarity], result of:
          0.043191355 = score(doc=1400,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    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
  11. ¬The digital university : building a learning community (2002) 0.02 
    0.0159085 = product of:
  0.02386275 = sum of:
    0.011522363 = weight(_text_:to in 1782) [ClassicSimilarity], result of:
      0.011522363 = score(doc=1782,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.13916555 = fieldWeight in 1782, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.03125 = fieldNorm(doc=1782)
    0.012340387 = product of:
      0.024680775 = sum of:
        0.024680775 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
          0.024680775 = score(doc=1782,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.6666667 = coord(2/3)
    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. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.01 
    0.012340388 = product of:
  0.037021164 = sum of:
    0.037021164 = product of:
      0.07404233 = sum of:
        0.07404233 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.07404233 = score(doc=1512,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.33333334 = coord(1/3)
    Date
    11. 8.2002 15:05:22
  13. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.01 
    0.012340388 = product of:
  0.037021164 = sum of:
    0.037021164 = product of:
      0.07404233 = sum of:
        0.07404233 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
          0.07404233 = score(doc=8110,freq=2.0), product of:
            0.15947726 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.045541126 = 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)
  0.33333334 = coord(1/3)
    Source
    Multimedia today. 3(1995) no.1, S.18-22
  14. Dixon, L.: Building library skills : computer assisted instruction for undergraduates (1995) 0.01 
    0.009916872 = product of:
  0.029750613 = sum of:
    0.029750613 = weight(_text_:to in 519) [ClassicSimilarity], result of:
      0.029750613 = score(doc=519,freq=10.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.3593239 = fieldWeight in 519, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0625 = fieldNorm(doc=519)
  0.33333334 = coord(1/3)
    Abstract
    Traditionally, reference librarians at Tennessee University taught basic library skills through a lecture format. Desiring to communicate more effectively with students, reduce burnout, and alleviate scheduling difficulties, the department decided to develop a computer assisted instruction (CAI) programme for English 102 classes. Discusses the development and implementation of 3 HyperCard modules to help students learn to find periodical articles, use the online catalogue, and search MLA on CD-ROM. Includes reactions from students, English instructors and librarians, and concludes with plans to develop CAI modules for other instructional needs in the future
  15. Ward, P.; Arshad, F.: Interactive multimedia information systems for education (1992) 0.01 
    0.009601969 = product of:
  0.028805908 = sum of:
    0.028805908 = weight(_text_:to in 2064) [ClassicSimilarity], result of:
      0.028805908 = score(doc=2064,freq=6.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.34791386 = fieldWeight in 2064, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.078125 = fieldNorm(doc=2064)
  0.33333334 = coord(1/3)
    Abstract
    This paper will focus on the place of multimedia technology in education, and the need to consider pedagogical concerns which must to be addressed for such technology to be successfully applied
  16. Jacobson, M.J.: Issues in hypertext and hypermedia research : toward a framework for linking theory-to-design (1994) 0.01 
    0.009505464 = product of:
  0.028516391 = sum of:
    0.028516391 = weight(_text_:to in 796) [ClassicSimilarity], result of:
      0.028516391 = score(doc=796,freq=12.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.34441712 = fieldWeight in 796, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.0546875 = fieldNorm(doc=796)
  0.33333334 = coord(1/3)
    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
  17. Garnsey, M.R.: What distance learners should know about information retrieval on the World Wide Web (2002) 0.01 
    0.00940797 = product of:
  0.02822391 = sum of:
    0.02822391 = weight(_text_:to in 1626) [ClassicSimilarity], result of:
      0.02822391 = score(doc=1626,freq=16.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.34088457 = fieldWeight in 1626, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=1626)
  0.33333334 = coord(1/3)
    Abstract
    The Internet can be a valuable tool allowing distance learners to access information not available locally. Search engines are the most common means of locating relevant information an the Internet, but to use them efficiently students should be taught the basics of searching and how to evaluate the results. This article briefly reviews how Search engines work, studies comparing Search engines, and criteria useful in evaluating the quality of returned Web pages. Research indicates there are statistical differences in the precision of Search engines, with AltaVista ranking high in several studies. When evaluating the quality of Web pages, standard criteria used in evaluating print resources is appropriate, as well as additional criteria which relate to the Web site itself. Giving distance learners training in how to use Search engines and how to evaluate the results will allow them to access relevant information efficiently while ensuring that it is of adequate quality.
    Footnote
    Part of an issue devoted to "Distance learning: information access and services for virtual users", publ. by Haworth Press
  18. Ford, N.: "Conversational" information systems : Extending educational informatics support for the web-based learner (2005) 0.01 
    0.00940797 = product of:
  0.02822391 = sum of:
    0.02822391 = weight(_text_:to in 4397) [ClassicSimilarity], result of:
      0.02822391 = score(doc=4397,freq=36.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.34088457 = fieldWeight in 4397, product of:
          6.0 = tf(freq=36.0), with freq of:
            36.0 = termFreq=36.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.03125 = fieldNorm(doc=4397)
  0.33333334 = coord(1/3)
    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.
  19. Harrison, L.: Access to online learning : the role of the courseware authoring tool developer (2002) 0.01 
    0.00940797 = product of:
  0.02822391 = sum of:
    0.02822391 = weight(_text_:to in 4789) [ClassicSimilarity], result of:
      0.02822391 = score(doc=4789,freq=16.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.34088457 = fieldWeight in 4789, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.046875 = fieldNorm(doc=4789)
  0.33333334 = coord(1/3)
    Abstract
    Implementation of recommended design strategies can potentially allow any Web-based learning program to be made accessible to learners who use adaptive technologies. However, one of the greatest barriers to achieving this goal is the lack of authoring tools that support course content developers in adhering to existing accessibility guidelines. In order to ensure universal access, attention must be given to Web pages generated automatically by courseware programs, as well as those uploaded from an external source. Courseware authoring environments could easily include utilities to support developers in making their online resources accessible. This paper will review products recently available on the market using the guidelines published by the World Wide Web Consortium's Web Accessibility Initiative as a framework for analysis.
  20. Díaz, P.: Usability of hypermedia educational e-books (2003) 0.01 
    0.009142903 = product of:
  0.027428707 = sum of:
    0.027428707 = weight(_text_:to in 1198) [ClassicSimilarity], result of:
      0.027428707 = score(doc=1198,freq=34.0), product of:
        0.08279609 = queryWeight, product of:
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.045541126 = queryNorm
        0.33128023 = fieldWeight in 1198, product of:
          5.8309517 = tf(freq=34.0), with freq of:
            34.0 = termFreq=34.0
          1.818051 = idf(docFreq=19512, maxDocs=44218)
          0.03125 = fieldNorm(doc=1198)
  0.33333334 = coord(1/3)
    Abstract
    To arrive at relevant and reliable conclusions concerning the usability of a hypermedia educational e-book, developers have to apply a well-defined evaluation procedure as well as a set of clear, concrete and measurable quality criteria. Evaluating an educational tool involves not only testing the user interface but also the didactic method, the instructional materials and the interaction mechanisms to prove whether or not they help users reach their goals for learning. This article presents a number of evaluation criteria for hypermedia educational e-books and describes how they are embedded into an evaluation procedure. This work is chiefly aimed at helping education developers evaluate their systems, as well as to provide them with guidance for addressing educational requirements during the design process. In recent years, more and more educational e-books are being created, whether by academics trying to keep pace with the advanced requirements of the virtual university or by publishers seeking to meet the increasing demand for educational resources that can be accessed anywhere and anytime, and that include multimedia information, hypertext links and powerful search and annotating mechanisms. To develop a useful educational e-book many things have to be considered, such as the reading patterns of users, accessibility for different types of users and computer platforms, copyright and legal issues, development of new business models and so on. Addressing usability is very important since e-books are interactive systems and, consequently, have to be designed with the needs of their users in mind. Evaluating usability involves analyzing whether systems are effective, efficient and secure for use; easy to learn and remember; and have a good utility. Any interactive system, as e-books are, has to be assessed to determine if it is really usable as well as useful. Such an evaluation is not only concerned with assessing the user interface but is also aimed at analyzing whether the system can be used in an efficient way to meet the needs of its users - who in the case of educational e-books are learners and teachers. Evaluation provides the opportunity to gather valuable information about design decisions. However, to be successful the evaluation has to be carefully planned and prepared so developers collect appropriate and reliable data from which to draw relevant conclusions.

Authors

Years

Languages

  • e 130
  • d 10
  • More… Less…

Types

  • a 125
  • m 12
  • s 4
  • el 2
  • b 1
  • r 1
  • More… Less…

Themes

Subjects

Classifications