Search (194 results, page 1 of 10)

0.1290823 = product of:
  0.2904352 = sum of:
    0.05872617 = weight(_text_:applications in 2261) [ClassicSimilarity], result of:
      0.05872617 = score(doc=2261,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.34048924 = fieldWeight in 2261, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2261)
    0.016567415 = weight(_text_:of in 2261) [ClassicSimilarity], result of:
      0.016567415 = score(doc=2261,freq=10.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.2704316 = fieldWeight in 2261, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2261)
    0.16745585 = weight(_text_:microcomputer in 2261) [ClassicSimilarity], result of:
      0.16745585 = score(doc=2261,freq=2.0), product of:
        0.29124779 = queryWeight, product of:
          7.4342074 = idf(docFreq=70, maxDocs=44218)
          0.03917671 = queryNorm
        0.5749601 = fieldWeight in 2261, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          7.4342074 = idf(docFreq=70, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2261)
    0.047685754 = weight(_text_:software in 2261) [ClassicSimilarity], result of:
      0.047685754 = score(doc=2261,freq=2.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.30681872 = fieldWeight in 2261, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2261)
  0.44444445 = coord(4/9)

Abstract

Assessment of Computer Based Training (CBT) are difficult to generalize, but some evidence suggests that CBT can be more cost effective that traditional classroom teaching, with comparable student learning. Reviews the current literature and describes an empirical study of CBT effectiveness for teaching microcomputer software in a required college level business class. Students were divided into an experimental class (using CBT) and a control group (using traditional lectures). An analysis of inflential learning factors could find no meaningful differences between these 2 groups. The statistical results of 6 different course performance measures indicated that the experimental students performed as well as the control studuents on homework assignements and hand-on skill tests, and were equally satisfied with their training

Source

Journal of end user computing. 7(1995) no.2, S.12-18

0.0963971 = product of:
  0.2891913 = sum of:
    0.020741362 = weight(_text_:of in 1657) [ClassicSimilarity], result of:
      0.020741362 = score(doc=1657,freq=12.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.33856338 = fieldWeight in 1657, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=1657)
    0.19137813 = weight(_text_:microcomputer in 1657) [ClassicSimilarity], result of:
      0.19137813 = score(doc=1657,freq=2.0), product of:
        0.29124779 = queryWeight, product of:
          7.4342074 = idf(docFreq=70, maxDocs=44218)
          0.03917671 = queryNorm
        0.6570973 = fieldWeight in 1657, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          7.4342074 = idf(docFreq=70, maxDocs=44218)
          0.0625 = fieldNorm(doc=1657)
    0.07707182 = weight(_text_:software in 1657) [ClassicSimilarity], result of:
      0.07707182 = score(doc=1657,freq=4.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.49589399 = fieldWeight in 1657, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0625 = fieldNorm(doc=1657)
  0.33333334 = coord(3/9)

Abstract

The author reports on his experience with the creation of slides, using a presentation software package on microcomputer, in the subject area of information retrieval.

Series

Publications of Essen University Library; 18

Source

Information superhighway: the role of librarians, information scientists, and intermediaries. Festschrift in honor of Frederick Wilfred Lancaster. 17th International Essen Symposium, 24.-27.10.1994. Ed. A.H. Helal et al

0.09306934 = product of:
  0.279208 = sum of:
    0.016935252 = weight(_text_:of in 547) [ClassicSimilarity], result of:
      0.016935252 = score(doc=547,freq=8.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.27643585 = fieldWeight in 547, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=547)
    0.054498006 = weight(_text_:software in 547) [ClassicSimilarity], result of:
      0.054498006 = score(doc=547,freq=2.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.35064998 = fieldWeight in 547, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0625 = fieldNorm(doc=547)
    0.20777476 = sum of:
      0.16531153 = weight(_text_:packages in 547) [ClassicSimilarity], result of:
        0.16531153 = score(doc=547,freq=2.0), product of:
          0.2706874 = queryWeight, product of:
            6.9093957 = idf(docFreq=119, maxDocs=44218)
            0.03917671 = queryNorm
          0.6107101 = fieldWeight in 547, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            6.9093957 = idf(docFreq=119, maxDocs=44218)
            0.0625 = fieldNorm(doc=547)
      0.042463228 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
        0.042463228 = score(doc=547,freq=2.0), product of:
          0.13719016 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.03917671 = 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)
  0.33333334 = coord(3/9)

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

0.07336584 = product of:
  0.33014625 = sum of:
    0.021062955 = weight(_text_:of in 4341) [ClassicSimilarity], result of:
      0.021062955 = score(doc=4341,freq=22.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.34381276 = fieldWeight in 4341, product of:
          4.690416 = tf(freq=22.0), with freq of:
            22.0 = termFreq=22.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.046875 = fieldNorm(doc=4341)
    0.30908328 = sum of:
      0.27723587 = weight(_text_:packages in 4341) [ClassicSimilarity], result of:
        0.27723587 = score(doc=4341,freq=10.0), product of:
          0.2706874 = queryWeight, product of:
            6.9093957 = idf(docFreq=119, maxDocs=44218)
            0.03917671 = queryNorm
          1.024192 = fieldWeight in 4341, product of:
            3.1622777 = tf(freq=10.0), with freq of:
              10.0 = termFreq=10.0
            6.9093957 = idf(docFreq=119, maxDocs=44218)
            0.046875 = fieldNorm(doc=4341)
      0.031847417 = weight(_text_:22 in 4341) [ClassicSimilarity], result of:
        0.031847417 = score(doc=4341,freq=2.0), product of:
          0.13719016 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.03917671 = 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)
  0.22222222 = coord(2/9)

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

0.062695555 = product of:
  0.18808666 = sum of:
    0.06711562 = weight(_text_:applications in 507) [ClassicSimilarity], result of:
      0.06711562 = score(doc=507,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.38913056 = fieldWeight in 507, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.0625 = fieldNorm(doc=507)
    0.011975031 = weight(_text_:of in 507) [ClassicSimilarity], result of:
      0.011975031 = score(doc=507,freq=4.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.19546966 = fieldWeight in 507, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=507)
    0.10899601 = weight(_text_:software in 507) [ClassicSimilarity], result of:
      0.10899601 = score(doc=507,freq=8.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.70129997 = fieldWeight in 507, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0625 = fieldNorm(doc=507)
  0.33333334 = coord(3/9)

Abstract

Describes the use of presentation software, at Texas A&M University, for computer assisted instruction to train end users in the use of the OPAC. The software chosen for the University's Sterling C. Evans Library is Show Partner F/X. Major software attributes include: the ability to capture and download screens from NOTIS or other applications, including dialog searches and CD-ROM data bases; the ability to create original graphics and text

0.050763883 = product of:
  0.15229164 = sum of:
    0.08389453 = weight(_text_:applications in 2064) [ClassicSimilarity], result of:
      0.08389453 = score(doc=2064,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.4864132 = fieldWeight in 2064, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.078125 = fieldNorm(doc=2064)
    0.010584532 = weight(_text_:of in 2064) [ClassicSimilarity], result of:
      0.010584532 = score(doc=2064,freq=2.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.17277241 = fieldWeight in 2064, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.078125 = fieldNorm(doc=2064)
    0.05781258 = weight(_text_:systems in 2064) [ClassicSimilarity], result of:
      0.05781258 = score(doc=2064,freq=4.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.48018348 = fieldWeight in 2064, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.078125 = fieldNorm(doc=2064)
  0.33333334 = coord(3/9)

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

Source

Multimedia: systems, interaction and applications. 1st Eurographics Workshop, Stockholm, Sweden, April 18-19, 1991. Ed.: L. Kjelldahl

0.050161134 = product of:
  0.1504834 = sum of:
    0.10067343 = weight(_text_:applications in 8110) [ClassicSimilarity], result of:
      0.10067343 = score(doc=8110,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.5836958 = fieldWeight in 8110, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.09375 = fieldNorm(doc=8110)
    0.017962547 = weight(_text_:of in 8110) [ClassicSimilarity], result of:
      0.017962547 = score(doc=8110,freq=4.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.2932045 = fieldWeight in 8110, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.09375 = fieldNorm(doc=8110)
    0.031847417 = product of:
      0.063694835 = sum of:
        0.063694835 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
          0.063694835 = score(doc=8110,freq=2.0), product of:
            0.13719016 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03917671 = 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(3/9)

Abstract

Considers the advantages of multimedia as enhanced user interfaces for computer assisted instruction in the sphere of business applications

Source

Multimedia today. 3(1995) no.1, S.18-22

0.048647754 = product of:
  0.14594325 = sum of:
    0.08389453 = weight(_text_:applications in 2063) [ClassicSimilarity], result of:
      0.08389453 = score(doc=2063,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.4864132 = fieldWeight in 2063, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.078125 = fieldNorm(doc=2063)
    0.021169065 = weight(_text_:of in 2063) [ClassicSimilarity], result of:
      0.021169065 = score(doc=2063,freq=8.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.34554482 = fieldWeight in 2063, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.078125 = fieldNorm(doc=2063)
    0.040879667 = weight(_text_:systems in 2063) [ClassicSimilarity], result of:
      0.040879667 = score(doc=2063,freq=2.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.339541 = fieldWeight in 2063, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.078125 = fieldNorm(doc=2063)
  0.33333334 = coord(3/9)

Abstract

This chapter explores the communicative potential of multimedia with emphasis on the provision of support for authors of multimedia tutorials

Source

Multimedia: systems, interaction and applications. 1st Eurographics Workshop, Stockholm, Sweden, April 18-19, 1991. Ed.: L. Kjelldahl

0.04413709 = product of:
  0.13241127 = sum of:
    0.050336715 = weight(_text_:applications in 516) [ClassicSimilarity], result of:
      0.050336715 = score(doc=516,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.2918479 = fieldWeight in 516, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.046875 = fieldNorm(doc=516)
    0.020082738 = weight(_text_:of in 516) [ClassicSimilarity], result of:
      0.020082738 = score(doc=516,freq=20.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.32781258 = fieldWeight in 516, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.046875 = fieldNorm(doc=516)
    0.061991822 = product of:
      0.123983644 = sum of:
        0.123983644 = weight(_text_:packages in 516) [ClassicSimilarity], result of:
          0.123983644 = score(doc=516,freq=2.0), product of:
            0.2706874 = queryWeight, product of:
              6.9093957 = idf(docFreq=119, maxDocs=44218)
              0.03917671 = queryNorm
            0.45803255 = fieldWeight in 516, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              6.9093957 = idf(docFreq=119, maxDocs=44218)
              0.046875 = fieldNorm(doc=516)
      0.5 = coord(1/2)
  0.33333334 = coord(3/9)

Abstract

The interest of Australian academics in library and information studies is manifest in 2 themes: technology for information practice and technology for learning. These themes underlie the integration of information technology into education for information professionals. Surveys carried out in the early 1980s highlighted the applications of technology, particularly in online cataloguing and online searching. The study reported in this paper aimed to explore the extent of use and non-use od computer-assisted learning and teaching in Australian schools of library and information studies in the early 1990s. The results indicate more widespread use of computer-assisted learning than computer-assisted teaching. There is considerably diversity in courses where computer-assisted learning is included in the packages used by students. More than half of the schools surveyed have plans to extend computer-assisted learning over the next three years. In order to take full advantage of the potential of computer-assisted learning, academies in schools of library and information studies in Australia will need to cooperate with each other, with academics and industry-based colleagues in computer-based training and education, and with similar schools in overseas countries

0.042236935 = product of:
  0.1267108 = sum of:
    0.016935252 = weight(_text_:of in 1800) [ClassicSimilarity], result of:
      0.016935252 = score(doc=1800,freq=8.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.27643585 = fieldWeight in 1800, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=1800)
    0.03270373 = weight(_text_:systems in 1800) [ClassicSimilarity], result of:
      0.03270373 = score(doc=1800,freq=2.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.2716328 = fieldWeight in 1800, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.0625 = fieldNorm(doc=1800)
    0.07707182 = weight(_text_:software in 1800) [ClassicSimilarity], result of:
      0.07707182 = score(doc=1800,freq=4.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.49589399 = fieldWeight in 1800, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0625 = fieldNorm(doc=1800)
  0.33333334 = coord(3/9)

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

Source

Journal of research on computing in education. 27(1994) no.1, S.29-?7

0.038731582 = product of:
  0.11619474 = sum of:
    0.050336715 = weight(_text_:applications in 5924) [ClassicSimilarity], result of:
      0.050336715 = score(doc=5924,freq=2.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.2918479 = fieldWeight in 5924, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.046875 = fieldNorm(doc=5924)
    0.016802425 = weight(_text_:of in 5924) [ClassicSimilarity], result of:
      0.016802425 = score(doc=5924,freq=14.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.2742677 = fieldWeight in 5924, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.046875 = fieldNorm(doc=5924)
    0.0490556 = weight(_text_:systems in 5924) [ClassicSimilarity], result of:
      0.0490556 = score(doc=5924,freq=8.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.4074492 = fieldWeight in 5924, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.046875 = fieldNorm(doc=5924)
  0.33333334 = coord(3/9)

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.

Source

New review of hypermedia and multimedia. 10(2004) no.2, S.181-197

0.03821043 = product of:
  0.11463128 = sum of:
    0.028615767 = weight(_text_:systems in 1391) [ClassicSimilarity], result of:
      0.028615767 = score(doc=1391,freq=2.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.23767869 = fieldWeight in 1391, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1391)
    0.06743785 = weight(_text_:software in 1391) [ClassicSimilarity], result of:
      0.06743785 = score(doc=1391,freq=4.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.43390724 = fieldWeight in 1391, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1391)
    0.018577661 = product of:
      0.037155323 = sum of:
        0.037155323 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
          0.037155323 = score(doc=1391,freq=2.0), product of:
            0.13719016 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03917671 = queryNorm
            0.2708308 = fieldWeight in 1391, 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=1391)
      0.5 = coord(1/2)
  0.33333334 = coord(3/9)

Abstract

Die K3-Architektur zur technischen Entwicklung und Realisierung des netzbasierten Wissensmanagement in der Lehre wird dargestellt. Das aktuelle K3-System besteht aus drei zentralen Komponenten; K3Forum (Diskurs), K3Vis (Visualisierung) und K3Wiki (kollaborative Textproduktion, z. B. für Zusammenfassungen). K3 verwendet Open-Source-Software unter der LGPL Lizenz.. Dadurch können freie Verwendung, überschaubare Entwicklungskosten und Nachhaltigkeit garantiert und die Unabhängigkeit von kommerziellen Software-Anbietern gesichert werden. Dank des komponentenbasierten Entwicklungskonzepts kann K3 flexibel und robust laufend weiterentwickelt werden, ohne die Stabilität der bestehenden Funktionalitäten zu beeinträchtigen. Der Artikel dokumentiert exemplarisch die Hauptkomponenten und Funktionen von K3, so dass nachfolgende Entwickler leicht eine Übersicht über das K3-System gewinnen können. Die Anforderungen an den Transfer des Systems in Umgebungen außerhalb von Konstanz werden beschrieben.

Date

10. 2.2008 14:22:00

0.035981037 = product of:
  0.1079431 = sum of:
    0.020741362 = weight(_text_:of in 3900) [ClassicSimilarity], result of:
      0.020741362 = score(doc=3900,freq=12.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.33856338 = fieldWeight in 3900, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=3900)
    0.03270373 = weight(_text_:systems in 3900) [ClassicSimilarity], result of:
      0.03270373 = score(doc=3900,freq=2.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.2716328 = fieldWeight in 3900, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.0625 = fieldNorm(doc=3900)
    0.054498006 = weight(_text_:software in 3900) [ClassicSimilarity], result of:
      0.054498006 = score(doc=3900,freq=2.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.35064998 = fieldWeight in 3900, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0625 = fieldNorm(doc=3900)
  0.33333334 = coord(3/9)

Abstract

Discusses the development of systems designed to improve methods of teaching and learning in schools, colleges and universities, an area currently receiving substantial funding in many countries. Outlines the history of early 'teaching machines' to the 1986 Domesday project and the multimedia hardware and softwware today, focusing on current UK, US and European software developemnt support projects. Reviews the literature on multimedia learning, identifying 2 key difficulties to be overcome; in the area of assessment methods, and the need for a better understanding of the nature of learning and system requirements

0.03432725 = product of:
  0.102981746 = sum of:
    0.043592874 = weight(_text_:applications in 2391) [ClassicSimilarity], result of:
      0.043592874 = score(doc=2391,freq=6.0), product of:
        0.17247584 = queryWeight, product of:
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.03917671 = queryNorm
        0.2527477 = fieldWeight in 2391, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          4.4025097 = idf(docFreq=1471, maxDocs=44218)
          0.0234375 = fieldNorm(doc=2391)
    0.018515369 = weight(_text_:of in 2391) [ClassicSimilarity], result of:
      0.018515369 = score(doc=2391,freq=68.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.30222827 = fieldWeight in 2391, product of:
          8.246211 = tf(freq=68.0), with freq of:
            68.0 = termFreq=68.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0234375 = fieldNorm(doc=2391)
    0.040873505 = weight(_text_:software in 2391) [ClassicSimilarity], result of:
      0.040873505 = score(doc=2391,freq=8.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.2629875 = fieldWeight in 2391, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0234375 = fieldNorm(doc=2391)
  0.33333334 = coord(3/9)

Abstract

This book explores the software design, social practices, and collaboration theory that would be needed to support group cognition - collective knowledge that is constructed by small groups online. Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In "Group Cognition", Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building - group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyses empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.

Footnote

Rez. in: JASIST 59(2008) no.9, S.1531. (C. Caldeira): "Successful, real-world organizations employ groups to get work done. Despite the large number of years of collaborative models in work-group paradigm, it is a little surprising that there are very few books about the subject. Furthermore, most of those studies are mainly focused on work group performance management and work productivity. This text belongs to the advanced type, and is a valuable resource for graduate students in a wide range of courses and for a large spectrum of professionals interested in collaborative work. Due to its advanced level, some topics are relatively difficult to understand if the reader does not have some background in collaborative work and group cognition. Students who use this book will rapidly understand the most important topics of the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning, and their relation to the business world of our days. The main concern and fundamental idea of this book is to set its focus primarily on work group, and not on individuals. Stahl's baseline is to use the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning to conduct comparative studies on group interaction, group meaning, group cognition, group discourse, and thinking. The book is divided into three distinct parts. The first one is about the design of computer support for collaborative work and presents eight studies centered on software tools and their particular applications: The first three are AI applications for collaborative computer-supported cooperative work and computer-supported collaborative learning, the fourth and the fifth are about collaborative media, and the last ones are a combination of computational technology and collaborative functions. The second part is focused on the analysis on knowledge building in the collaborative work of small groups. It is developed with support on five essays published by Stahl from 2000 to 2004. In the first of those chapters, he describes a model of collaborative knowledge building and how to share knowledge production. The second criticizes some cooperative work and collaborative learning research methodologies that make the collaborative phenomena hard to perceive. The remaining chapters mostly provide mechanisms to understand in new and better ways collaborative processes. The third part contains the theoretical corpus of the book. Chapters 14 through 21 contain the most recent of Stahl's contributions to the theoretical foundations of computer-supported cooperative work and computer-supported collaborative learning. Chapters 16 to 18 provide much material about topics directly related to group cognition research and collaborative work in modern organizations. Finally, the last part of the book contains an exhaustive list of references that will be of great value to all interested in the multiple aspects and fields of cooperative work and collaborative learning."

0.02698821 = product of:
  0.121446945 = sum of:
    0.014818345 = weight(_text_:of in 2677) [ClassicSimilarity], result of:
      0.014818345 = score(doc=2677,freq=8.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.24188137 = fieldWeight in 2677, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2677)
    0.1066286 = weight(_text_:software in 2677) [ClassicSimilarity], result of:
      0.1066286 = score(doc=2677,freq=10.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.6860676 = fieldWeight in 2677, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2677)
  0.22222222 = coord(2/9)

Abstract

Internet workshops and other classes involving online tools can be mode more effective through use of presentation graphics software. Such software allows presenters to snapshot and modify screens of computer information. They can then highlight the information paths and techniques they want the audience to be aware of and, during the presentation, can click through the captured screens without having to worry about typing errors or slow response time. Presentation software is ideal for presentations using computer projectors, but can also be helpful in other contexts. Discusses the creation of a presentation about the Internet using Lotus Freelance Graphics 2.0. Other presentation software programs are also listed

0.026762215 = product of:
  0.12042997 = sum of:
    0.018148692 = weight(_text_:of in 812) [ClassicSimilarity], result of:
      0.018148692 = score(doc=812,freq=12.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.29624295 = fieldWeight in 812, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0546875 = fieldNorm(doc=812)
    0.10228128 = product of:
      0.20456256 = sum of:
        0.20456256 = weight(_text_:packages in 812) [ClassicSimilarity], result of:
          0.20456256 = score(doc=812,freq=4.0), product of:
            0.2706874 = queryWeight, product of:
              6.9093957 = idf(docFreq=119, maxDocs=44218)
              0.03917671 = queryNorm
            0.75571513 = fieldWeight in 812, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              6.9093957 = idf(docFreq=119, maxDocs=44218)
              0.0546875 = fieldNorm(doc=812)
      0.5 = coord(1/2)
  0.22222222 = coord(2/9)

Abstract

Reports a study of undergraduate students' use of computer-based information retrieval services in relation to their cognitive and learning styles. Includes a survey of staff at Sheffield University, UK on their use of computer databases and the extend to which undergraduates are made aware of these services. Results show that undergraduate use is low and varies greatly between students of differnt faculties. Student searching behaviour was found to be basic and their performance inadequate. Significant correlation's between cognitive and learning styles and search behaviour were found. Computer-assisted learning (CAL) packages were developed and customised for 3 departments. Guidelines were drawn up based on the project's findings for introducing a computerised information sources programme into the undergraduate curriculum and preparing CAL teaching packages on information skills

0.02451127 = product of:
  0.07353381 = sum of:
    0.017962547 = weight(_text_:of in 3729) [ClassicSimilarity], result of:
      0.017962547 = score(doc=3729,freq=36.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.2932045 = fieldWeight in 3729, product of:
          6.0 = tf(freq=36.0), with freq of:
            36.0 = termFreq=36.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03125 = fieldNorm(doc=3729)
    0.028322265 = weight(_text_:systems in 3729) [ClassicSimilarity], result of:
      0.028322265 = score(doc=3729,freq=6.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.2352409 = fieldWeight in 3729, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03125 = fieldNorm(doc=3729)
    0.027249003 = weight(_text_:software in 3729) [ClassicSimilarity], result of:
      0.027249003 = score(doc=3729,freq=2.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.17532499 = fieldWeight in 3729, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03125 = fieldNorm(doc=3729)
  0.33333334 = coord(3/9)

Abstract

Covers the key current topic of electronic library resources and learning in the digital age. Discusses the changing 'nformation environment' in which librarians now work and the development of e-learning and its impact an higher education; the changing role of the librarian in supporting online learning; the technical problems associated with connecting up library systems; the Copyright and licensing of electronic resources in a digital environment; and, finally, tips for librarians when becoming involved in such initiatives.

Content

Key Features - Examines the wealth of electronic library resources and the development of e-learning/online learning - Considers the role of the librarian in supporting e-learning/online learning - Provides practical examples for librarians The book is aimed at library managers, electronic resource librarians/ managers, and learner support librarians/managers. Contents The changing information environment - proliferation of electronic resources, grovvth of Internet based subscription sources/electronic journals/ full text services vs bibliographic tools Learning in the digital age - definitions: e-learning, learning technology etc., background/history of e-learning initiatives: higher education and the commercial context, developments in e-learning in higher and further education: growth of managed learning environments/virtual learning environments, common features of commercial software products, distance learning vs on-campus The changing role of the information professional - new rotes: increased need for learner support, importance of information skills training, new skills: web design, managing electronic resources, knowledge of licensing and Copyright issues, information skills within the virtual learning environment Practical problems/linking up systems - authentication/passvvords, linking library catalogues to virtual learning environments, linking e-journals to virtual learning environments, linking Internet resources, importance of customising resources, meta-data/XML Copyright and the licensing of digital resources - text - born digital versus print - digital, the Copyright dearance process, digitisation services, multimedia resources, license agreements Tips for success and conclusions (a librarian's guide to tips for success when becoming involved in these types of initiatives) - designing systems to meet user requirements, collaborating with other support staff Case studies

0.023140317 = product of:
  0.06942095 = sum of:
    0.022227516 = weight(_text_:of in 3588) [ClassicSimilarity], result of:
      0.022227516 = score(doc=3588,freq=18.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.36282203 = fieldWeight in 3588, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3588)
    0.028615767 = weight(_text_:systems in 3588) [ClassicSimilarity], result of:
      0.028615767 = score(doc=3588,freq=2.0), product of:
        0.12039685 = queryWeight, product of:
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.03917671 = queryNorm
        0.23767869 = fieldWeight in 3588, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.0731742 = idf(docFreq=5561, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3588)
    0.018577661 = product of:
      0.037155323 = sum of:
        0.037155323 = weight(_text_:22 in 3588) [ClassicSimilarity], result of:
          0.037155323 = score(doc=3588,freq=2.0), product of:
            0.13719016 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03917671 = 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)
  0.33333334 = coord(3/9)

Abstract

Focuses upon the needs of teachers for training and support for the development of Web-based courses. Using 6 Web-based courses as the focus of the project, the development of the courses is documented from a teacher / developer's point of view. The outcomes of the project will assist in the planning and development of future Web-based courses by the New England Institute of TAFE, Australia

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

Source

Computer networks and ISDN systems. 30(1998) nos.1/7, S.745-746

0.023077512 = product of:
  0.10384881 = sum of:
    0.026776984 = weight(_text_:of in 8033) [ClassicSimilarity], result of:
      0.026776984 = score(doc=8033,freq=20.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.43708345 = fieldWeight in 8033, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.0625 = fieldNorm(doc=8033)
    0.07707182 = weight(_text_:software in 8033) [ClassicSimilarity], result of:
      0.07707182 = score(doc=8033,freq=4.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.49589399 = fieldWeight in 8033, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.0625 = fieldNorm(doc=8033)
  0.22222222 = coord(2/9)

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

0.023054788 = product of:
  0.10374655 = sum of:
    0.021999538 = weight(_text_:of in 6642) [ClassicSimilarity], result of:
      0.021999538 = score(doc=6642,freq=6.0), product of:
        0.061262865 = queryWeight, product of:
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.03917671 = queryNorm
        0.3591007 = fieldWeight in 6642, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.5637573 = idf(docFreq=25162, maxDocs=44218)
          0.09375 = fieldNorm(doc=6642)
    0.08174701 = weight(_text_:software in 6642) [ClassicSimilarity], result of:
      0.08174701 = score(doc=6642,freq=2.0), product of:
        0.15541996 = queryWeight, product of:
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.03917671 = queryNorm
        0.525975 = fieldWeight in 6642, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.9671519 = idf(docFreq=2274, maxDocs=44218)
          0.09375 = fieldNorm(doc=6642)
  0.22222222 = coord(2/9)

Abstract

Sets out the basics of object oriented authoring for multimedia CD-ROM databases and the range of software designed to accomplish it