Search (31 results, page 1 of 2)

  • × theme_ss:"Computer Based Training"
  • × year_i:[1990 TO 2000}
  1. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.03 
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    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
  2. Baumgartner, P.; Payr, S.: Lernen mit Software (1994) 0.02 
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  3. Rupp-Serrano, K.; Buchanen, N.: Using presentation software for computerised instruction (1992) 0.02 
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    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
  4. Ford, C.E.; Worley, G.C.: Using presentation graphics software to introduce on-line sources (1995) 0.02 
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    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
  5. Kozel, K.: ¬The object of object-oriented authoring (1996) 0.01 
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    Abstract
    Sets out the basics of object oriented authoring for multimedia CD-ROM databases and the range of software designed to accomplish it
  6. Duncan, N.C.: Evaluation of instructional software : design considerations and recommendations (1993) 0.01 
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    Abstract
    The elements of desirable research design for the evaluation of educational technolgy are discussed with reference to the context of existing research. Sources of internal invalidity, type of compared educational acitivity, and outcome measures are considered. Finally, recommendations regarding the direction of evaluation research are made. Research designs that take into account the characteristics of the learner, the software, and the taecher preferably within the framework of a model of the learning process should be adopted
  7. Nieuwenhuysen, P.: Development of slides about information retrieval : using a presentation software package (1995) 0.01 
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    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.
  8. Overbaugh, R.C.: Research-based guidelines for computer-based instruction development (1994) 0.01 
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    Abstract
    The current generation of authoring systems provides tools for non programmers to create software. Provides guidelines for educators who wish to design custom software to meet either their own or other's needs. Many instructional design theories and related computer based empirical research findings are merged into a prescription for the most important facet of courseware development - instructional design. The instructional design process, based on Gagne's 9 events of learning, is broken into 4 domains: instructional set, teaching strategies, student performance, and issues unique to computer based instruction
  9. Möcke, F.: Üben, übern, üben ... : Drillrpogramme für zu Hause (1996) 0.01 
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    Abstract
    Wenn es gilt, eine Fähigkeit beharrlich und penetrant einzuüben, bietet sich die Hilfe einer Maschine an: die des Computers. Aus dem weiten Feld der Software, die dieses Genre bedient, haben wir 5 typische Vertreter ausgewählt
  10. Hefner, D.: ¬The CBT (r)evolution and the authoring engine that drive it (1996) 0.01 
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    Abstract
    Discusses the principal features of commercial multimedia CD-ROM and Internet database authoring software, incorporating computer based training modules, and reviews the main characteristics of 8 commercial products
  11. Allen, R.J.: ¬The ROI (return of investment) of CBT (computer-based training) (1996) 0.01 
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    Abstract
    Considers the potential of CBT modules, incorporated into commercial multimedia CD-ROM and Internet database authoring software, for reducing training costs and increasing the effectiveness of the training
  12. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.01 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
  13. Devadason, F.J.; Devadason, R.: TEPACIS: a teaching package on CDS/ISIS (1994) 0.01 
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    Abstract
    TEPACIS is a computer assisted instruction package on CDS/ISIS which simulates the running of CDS/ISIS by allowing and accepting keyboard input of command codes and data. It is divided into 16 chapters, each presenting background information and guiding the learner to interact with CDS/ISIS in a simulated environment. TEPACIS includes enough background information on database formats, steps ind esigning a database, inverted index files, and so on, to make it useful to those interested in bibliographic databases in general. A second part, dealing with more advanced features of the software, is being developed
  14. Cawkell, A.E.: Computer based teaching and learning (1995) 0.01 
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    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
  15. Azzaro, S.; Cleary, K.: Developing a computer-assisted learning package for end-users (1994) 0.01 
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    Abstract
    Reports the results of a survey of end users of CD-ROM databases, at Ballarat University, Victoria, and the application of the Author authoring software to the development of a user training system (computer assisted instruction), called CDIntro, designed to address the issues raised by the survey. In the 6 months following the launch of CDIntro commercially, it has been purchased by 20 academic and hospital libraries and 2 library schools in Australia and New Zealand
  16. Zainab, A.N.; Hai, T.K.; Hazita, M.A.: ¬A multimedia library guide for general reference information (1998) 0.01 
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    Abstract
    Describes the development of UMLIS (University of Malaya Library Information System), a multimedia general guide to the library developed using Authorware 3.0 software. The guide provides information on all 12 libraries within the Malaya University library system, with details about the library type, procedures for membership, borrowing and returning; reservations; fines; regulations; opening hours; and services and facilities offered. Provides information on the library collection, CD-ROM databases and on the OPAC
  17. Crawford, W.: Codies, bloatware, and bibliographic training (1998) 0.01 
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    Abstract
    Comments on CD-ROM discs reviewed for the categories of Best Upgrades and Best Overall Multimedia in the Software Publishers Association Codies awards. Suggests that CD-ROM products are being produced with hard disk space requirements that are too high for the home market. Reviews 3 CD-ROM discs for cataloguing training all from InfoTrain: CatSkill (a multimedia course on AACR2 and MARC); CatSkill: USMARC made Easy; and CatSkill: Format Integration Made Easy
  18. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.01 
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    Date
    27. 1.1996 18:22:06
  19. Christel, M.G.: ¬The role of visual fidelity in computer-based instruction (1994) 0.01 
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    Abstract
    New digital video technologies provide a wide spectrum of multimedia user interfaces for computer assisted instruction on personal computers. Describes an experiment, conducted at the Software Engineering Institute, Carnegie Mellon University, Pennsylvania, using a digital video course on code inspection, to study and determine the effects of such capabilities on recall performance and attitude. Results suggest that the presentation of materials as motion video rather than as a slide show within an interactive video course leads to better recall performance. In addition, the presence of motion video in the interfaces and the use of surrogate travel (virtual reality) for navigation promote better student opinions toward the subject matter
  20. Bowman, B.J.; Grupe, F.H.; Simkin, M.G.: Teaching end-user applications with computer-based training : theory and an empirical investigation (1995) 0.01 
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    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

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