Search (36 results, page 1 of 2)

0.07917133 = product of:
  0.15834266 = sum of:
    0.06981198 = weight(_text_:web in 1626) [ClassicSimilarity], result of:
      0.06981198 = score(doc=1626,freq=8.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.43268442 = fieldWeight in 1626, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=1626)
    0.08853068 = weight(_text_:search in 1626) [ClassicSimilarity], result of:
      0.08853068 = score(doc=1626,freq=10.0), product of:
        0.17183559 = queryWeight, product of:
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.049439456 = queryNorm
        0.51520574 = fieldWeight in 1626, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.475677 = idf(docFreq=3718, maxDocs=44218)
          0.046875 = fieldNorm(doc=1626)
  0.5 = coord(2/4)

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.

0.02036183 = product of:
  0.08144732 = sum of:
    0.08144732 = weight(_text_:web in 3329) [ClassicSimilarity], result of:
      0.08144732 = score(doc=3329,freq=8.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.50479853 = fieldWeight in 3329, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3329)
  0.25 = coord(1/4)

Abstract

Use of citations and Web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used Web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and Web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains.

0.02036183 = product of:
  0.08144732 = sum of:
    0.08144732 = weight(_text_:web in 850) [ClassicSimilarity], result of:
      0.08144732 = score(doc=850,freq=8.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.50479853 = fieldWeight in 850, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=850)
  0.25 = coord(1/4)

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.

0.019513045 = product of:
  0.07805218 = sum of:
    0.07805218 = weight(_text_:web in 4786) [ClassicSimilarity], result of:
      0.07805218 = score(doc=4786,freq=10.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.48375595 = fieldWeight in 4786, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=4786)
  0.25 = coord(1/4)

Abstract

Millions of computer users in the USA have a disability making it difficult to use the Web. The University of Wisconsin System recently required that all System Web pages meet Priority 1 accessibility guidelines as set by the World Wide Web Consortium's Web Accessibility Initiative (W3C/WAI). Class materials available in online learning management systems should also be accessible to students with disabilities. Four systems, Blackboard 4 and 5, Prometheus 3, and WebCT 3, were assessed against theW3C/WAI guidelines for a numerical statistic of accessibility. Practical accessibility was tested with Lynx, IBM Homepage Reader, and JAWS. Validation was performed with A-Prompt and the W3C/WAI checklist.

Content

Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452640.

0.019513045 = product of:
  0.07805218 = sum of:
    0.07805218 = weight(_text_:web in 4789) [ClassicSimilarity], result of:
      0.07805218 = score(doc=4789,freq=10.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.48375595 = fieldWeight in 4789, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=4789)
  0.25 = coord(1/4)

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.

Content

Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452631.

0.018333694 = product of:
  0.036667388 = sum of:
    0.023270661 = weight(_text_:web in 1782) [ClassicSimilarity], result of:
      0.023270661 = score(doc=1782,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.14422815 = fieldWeight in 1782, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.03125 = fieldNorm(doc=1782)
    0.013396727 = product of:
      0.026793454 = sum of:
        0.026793454 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
          0.026793454 = score(doc=1782,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = 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)
  0.5 = coord(2/4)

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

0.017452994 = product of:
  0.06981198 = sum of:
    0.06981198 = weight(_text_:web in 651) [ClassicSimilarity], result of:
      0.06981198 = score(doc=651,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.43268442 = fieldWeight in 651, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.09375 = fieldNorm(doc=651)
  0.25 = coord(1/4)

0.016454842 = product of:
  0.06581937 = sum of:
    0.06581937 = weight(_text_:web in 4397) [ClassicSimilarity], result of:
      0.06581937 = score(doc=4397,freq=16.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.4079388 = fieldWeight in 4397, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.03125 = fieldNorm(doc=4397)
  0.25 = coord(1/4)

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.

0.01626087 = product of:
  0.06504348 = sum of:
    0.06504348 = weight(_text_:web in 44) [ClassicSimilarity], result of:
      0.06504348 = score(doc=44,freq=10.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.40312994 = fieldWeight in 44, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=44)
  0.25 = coord(1/4)

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.

0.015114739 = product of:
  0.060458954 = sum of:
    0.060458954 = weight(_text_:web in 5463) [ClassicSimilarity], result of:
      0.060458954 = score(doc=5463,freq=6.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.37471575 = fieldWeight in 5463, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5463)
  0.25 = coord(1/4)

Abstract

In January 2001, the OCLC Institute released its first online learning course, Cataloging Internet Resources Using MARC21 and AACR2. This research investigated whether participants using this Web-based tool would gain experience equivalent to that of librarians who are already proficient in the skill of cataloging Internet resources. A pre-course/post-course comparison of test results of librarians not experienced with cataloging Internet resources indicated an increase of 35 percent (from 51 to 86 percent) of the correct answers after taking the Web-based course. The group experienced with cataloging Internet resources answered an average of 71 percent of the questions correctly.

0.014397987 = product of:
  0.05759195 = sum of:
    0.05759195 = weight(_text_:web in 1101) [ClassicSimilarity], result of:
      0.05759195 = score(doc=1101,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.35694647 = fieldWeight in 1101, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1101)
  0.25 = coord(1/4)

Abstract

Lernen mit dem Internet ist in aller Munde und Gegenstand vieler Spekulationen. Dieses Buch stellt die Frage nach der aktuellen und tatsächlichen Qualität des Lernens in Internet-basierten Lernumgebungen. Neben theoretischen und empirischen Analysen werden Empfehlungen präsentiert, wie virtuelle Schulen und Universitäten ihr Leistungsangebot verbessern können. Zielgruppe dieses Buches sind Pädagogen, Psychologen, Lehrer und Weiterbildner, aber auch Programmierer, Web-Designer und Informatiker.

Content

Aus dem Inhalt: Arten von web-basierten Lernumgebungen - Virtuelle Aus- und Weiterbildungsangebote - Theorien selbstregulierten Lernens - Empirische Studien zur Qualität virtuellen Lernens, motivierendes Instruktionsdesign und Dropout, kritisches Denken und neue Lernmedien - Faktoren guten Lehrverhaltens in online-Lernumgebungen - Qualitätsstandards - Qualitätssicherungsmaßnahmen - Evaluationsinstrumente.

0.012595614 = product of:
  0.050382458 = sum of:
    0.050382458 = weight(_text_:web in 4006) [ClassicSimilarity], result of:
      0.050382458 = score(doc=4006,freq=6.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.3122631 = fieldWeight in 4006, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4006)
  0.25 = coord(1/4)

Content

Inhalt: Learning: Basic Processes - Introduction - Basic Information Processes - Integrating Themes - Where do Integrating Themes come From? - Theory Generation and Testing - Learning: Individual Differences - Styles of Learning - Levels of Learning - References - Education - Educational Philosophies and Learning Design - Autonomy and Mediation - Library and Information Science - Standards for Supporting Resource Discovery - Information Seeking and Autonomous Learning - Information Seeking as Conversations - ICT Developments: Resource Discovery - Tools and Techniques to Support Information Seeking and Resource Discovery - Metadata - Ontologies and the Semantic Web - Educational Metadata and Ontologies - ICT Developments: Learning Design And Teaching - Intelligent and Adaptive Tutoring Systems - Learning Environments and Interoperability - General ICT-Based Developments - Educational Opportunities Afforded by ICT Developments - Educational Informatics Systems: Individual Approaches - Metadata-Enabled Learning Resource Discovery - Adaptive Systems for Personalised Resource Discovery - Open Corpus Resource Discovery - From Supplantation to Metacognition - Educational Informatics Systems: Social Approaches - Alternative Pedagogies - Educational Informatics Systems that Learn - Community-Based Learning - Real World Learning - Theory and Practice - Educational Informatics Support for Critical Thinking and Creativity - Making Sense of Research: Generating Useful Real World Knowledge - Going Forward: Research Issues and the Future - Different Perspectives on Educational Informatics Developments - Types Of Evidence - Contingent Dependencies, and Object and Meta Languages - Reality Checking For Quality Control - Towards the Learning Web

0.012341131 = product of:
  0.049364526 = sum of:
    0.049364526 = weight(_text_:web in 5852) [ClassicSimilarity], result of:
      0.049364526 = score(doc=5852,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.3059541 = fieldWeight in 5852, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5852)
  0.25 = coord(1/4)

Abstract

Der Beitrag beschreibt eine Usability-Studie zur Evaluation eines betrieblichen IntranetAngebots zum Thema Multimediales Lernen. Es wurde eine mehrstufige, kombinierte Evaluation durchgeführt eine heuristische Evaluation mit den neu entwickelten Heuristicsfor Web Communication als expertenorientierte Methode und ein Produkttest (Benutzertest) im Usability-Labor mit der Methode des lauten Denkens als benutzerorientierte Methode. Die Durchführung der Studie wird beschrieben und die Methoden diskutiert. Die Heuristics for Web Communication benötigen geschulte Gutachter, sind schnell und einfach anzuwenden und unterstützen ein systematisches Vorgehen beim Entdecken von Usability-Problemen. Die Evaluation mit den Heuristiken ist gut kombinierbar mit einem Benutzertest und ergänzt ihn, indem sie Usability-Probleme aufdeckt, die in Produkttests vermutlich nicht gefunden werden. Der Aufwand für den Produkttest ist sehr hoch, er liefert anschauliche und aussagekräftige Aussagen von echten Nutzern und rechtfertigt unter Umständen den Aufwand

0.012341131 = product of:
  0.049364526 = sum of:
    0.049364526 = weight(_text_:web in 4354) [ClassicSimilarity], result of:
      0.049364526 = score(doc=4354,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.3059541 = fieldWeight in 4354, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=4354)
  0.25 = coord(1/4)

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.

0.012341131 = product of:
  0.049364526 = sum of:
    0.049364526 = weight(_text_:web in 5924) [ClassicSimilarity], result of:
      0.049364526 = score(doc=5924,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.3059541 = fieldWeight in 5924, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=5924)
  0.25 = coord(1/4)

Abstract

The design and development of web-based educational systems for people with special abilities have recently attracted the attention of the research community. However, although a number of systems that claim to meet accessibility needs and preferences are proposed, most of them are typically supported by hypermedia and multimedia educational content that is specially designed for the user targeted group. Such approaches prevent their user groups (both learners and their tutors) from accessing other available resources. Therefore, it is important to be able to built generic e-learning systems that would allow the reuse of existing learning resources in different accessibility demanding applications. To this end, in this article we propose a methodology for defining an accessibility application profile that captures the accessibility properties of learning objects in a standard form and we examine its application to the IEEE Learning Object Metadata (LOM) standard.

0.012341131 = product of:
  0.049364526 = sum of:
    0.049364526 = weight(_text_:web in 3142) [ClassicSimilarity], result of:
      0.049364526 = score(doc=3142,freq=4.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.3059541 = fieldWeight in 3142, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.046875 = fieldNorm(doc=3142)
  0.25 = coord(1/4)

Abstract

Der Praxisguide Wissensmanagement gibt eine umsetzungsorientierte Anleitung, wie heute Wissensmanagement in Unternehmen geplant und umgesetzt werden kann und welche Vorgehensweise den meisten Nutzen bringt. Diese umfasst die Wissensvermittlung mit Printmedien, Computer Based Training (CBT), Web Based Training (WBT), interaktives Business TV, e-Training und die Wissensvermittlung mit Hilfe von Lernplattformen (Learning-Management-Systemen, LMS). Dabei werden nicht nur die unterschiedlichen Möglichkeiten der genannten Medien aufgezeigt, sondern auch der konkrete Beitrag in der Wertschöpfungskette der Unternehmung. Der Return on Investment des Wissensmanagements wird mit Hilfe einer dafür entwickelten Score Card dargestellt. Der Praxisguide bleibt aber nicht bei den gegenwärtigen Möglichkeiten stehen. Er formuliert Thesen für die Trainings- und Lernwelt von Morgen und zeigt die Möglichkeiten, die sich durch Social Computing und Web 2.0-Anwendungen (Weblog, Wiki u.a.) für die Unternehmen in Zukunft ergeben.

0.011458559 = product of:
  0.022917118 = sum of:
    0.014544163 = weight(_text_:web in 1219) [ClassicSimilarity], result of:
      0.014544163 = score(doc=1219,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.09014259 = fieldWeight in 1219, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.01953125 = fieldNorm(doc=1219)
    0.008372955 = product of:
      0.01674591 = sum of:
        0.01674591 = weight(_text_:22 in 1219) [ClassicSimilarity], result of:
          0.01674591 = score(doc=1219,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = queryNorm
            0.09672529 = fieldWeight in 1219, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1219)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

Ähnlich spektakulär und informativ präsentieren sich auch die Astronomen: Ihr schier unerschöpflicher Fundus von Bildern und Filmen macht das "elektronische Universum" auf http://zebu.uoregon.edu ebenso einen Klick wert wie die Geschichte von "Geburt und Tod der Sterne" auf demselben Server (http://zebu.uoregon.edu/~js/astl22). Schnell gerät der Wissensdurstige auf reizvolle Seitenpfade, denn viele Vorlesungen glänzen mit sorgfältig zusammengestellten Linklisten. Die führen zum Beispiel zu den "Chemischen Briefen" Justus von Liebigs, wie sie im 19. Jahrhundert zunächst als Wissenschaftskolumne in der Augsburger Allgemeinen Zeitung erschienen (www.liebig-museum.de/chbriefe/homepage.htm). Selbst die Alchemie - neunzig ansprechend präsentierte Megabyte auf www.alchemywebsite. com - verleitet zum Verweilen. Historisches ist, weil nicht stets aktualisierungsbedürftig, ohnehin beliebt im Netz. So wartet etwa die Universität Groningen (Niederlande) mit einem voluminösen Hypertext auf, praktisch ein komplettes Lehrbuch der amerikanischen Geschichte mit Texten, Essays und Präsidentenbiografien (http://odur.let.rug.nl/usanew). Noch weiter zurück in die Vergangenheit reicht eine Anthropologen-Website über den Ursprung des Menschen (www.geocities.com/Athens/Acropolis/5579/TA.html). Verspieltere Naturen werden dort zuerst fossile Schädel zuzuordnen versuchen ("Name That Skull") oder einem Anthropologiestudenten beim Wurf des Atlatl zusehen. Dieser frühe Wurfspeer machte schon den Mammuts zu schaffen und drang noch vor wenigen hundert Jahren durch die eiserne Rüstung spanischer Konquistadoren. Selbst Angewandtes bietet die World Lecture Hall. Etwa die "Geschichte der ökonomischen Denkweise" einschließlich eines 22-Minuten-"Interviews" mit Karl Marx auf www.boisestate.edu/econ/lreynol/web/het.htm. Oder Online-Sprachkurse: Wollof und Xhosa, Suaheli und Sanskrit lehrt http://www.word2word.vorn/courscad.html. Surfen allein fördert die akademische Karriere allerdings nicht unbedingt. Wer of fizielle Online-Zertifikate in Deutschland anstrebt, findet in dem Beitrag "Virtuelle Universität im Selbstversuch" (Spektrum der Wissenschaft 11/ 2001, S. 109) gute Startpunkte für das Studieren im Netz, angefangen bei - na wo wohl? - www.studieren-irre-netz.de."

0.010180915 = product of:
  0.04072366 = sum of:
    0.04072366 = weight(_text_:web in 4788) [ClassicSimilarity], result of:
      0.04072366 = score(doc=4788,freq=2.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.25239927 = fieldWeight in 4788, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.0546875 = fieldNorm(doc=4788)
  0.25 = coord(1/4)

Content

Part of a Special Issue: Accessibility of web-based information resources for people with disabilities: part 2. Vgl. auch unter: http://www.emeraldinsight.com/10.1108/07378830210452668.

0.010076492 = product of:
  0.04030597 = sum of:
    0.04030597 = weight(_text_:web in 4495) [ClassicSimilarity], result of:
      0.04030597 = score(doc=4495,freq=6.0), product of:
        0.16134618 = queryWeight, product of:
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.049439456 = queryNorm
        0.24981049 = fieldWeight in 4495, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.2635105 = idf(docFreq=4597, maxDocs=44218)
          0.03125 = fieldNorm(doc=4495)
  0.25 = coord(1/4)

Content

Key Features - Jargon-free and aimed at information professionals with Sole/mixed responsibilities - Identifies leading systems, disussing strenghts and weaknesses - Draws examples from current practice in Higher Education - Discusses management and implementation aspects Contents What is online learning What resources are required to provide online learning What systems are available, what are their features What are the support issues in delivering online learning - staff and student support challenges; trends in distance learning and part time study; emergence of ubiquitous student-tutor-system relationship; use of automatic and human support systems; role of support staff and academic tutors in system support; benefits of online vs. hardcopy support documentation How can online learning be made accessible and usable - influence of legislative and Standard-making bodies in accessibility and usability issues, e.g.: Euroaccessibility, W3C (Word Wide Web Consortium); other international guidelines, e.g.: Bobby; access issues in conventional web browsers; overview of accessible web browsers; methods for testing online learning systems for accessibility and usability; suggestions for user feedback; comparison of accessibility across online learning systems How should online learning systems be managed - online course creation; user account creation; Single-signon vs. independent systems; use of templates and global content for generic library resources; considerations for organisation of academic content; security and abuse issues; elearning policy and procedures; role of academic and other staff in supporting online learning; use of elearning Champions or coordinators; procedures for user induction and registration an online courses; models for user support. How should online learning be monitored and quality assured

0.010047545 = product of:
  0.04019018 = sum of:
    0.04019018 = product of:
      0.08038036 = sum of:
        0.08038036 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.08038036 = score(doc=1512,freq=2.0), product of:
            0.17312855 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.049439456 = 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)
  0.25 = coord(1/4)

Date

11. 8.2002 15:05:22