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  • × theme_ss:"Computer Based Training"
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  1. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.02 
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    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
  2. Díaz, P.: Usability of hypermedia educational e-books (2003) 0.02 
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    Abstract
    To arrive at relevant and reliable conclusions concerning the usability of a hypermedia educational e-book, developers have to apply a well-defined evaluation procedure as well as a set of clear, concrete and measurable quality criteria. Evaluating an educational tool involves not only testing the user interface but also the didactic method, the instructional materials and the interaction mechanisms to prove whether or not they help users reach their goals for learning. This article presents a number of evaluation criteria for hypermedia educational e-books and describes how they are embedded into an evaluation procedure. This work is chiefly aimed at helping education developers evaluate their systems, as well as to provide them with guidance for addressing educational requirements during the design process. In recent years, more and more educational e-books are being created, whether by academics trying to keep pace with the advanced requirements of the virtual university or by publishers seeking to meet the increasing demand for educational resources that can be accessed anywhere and anytime, and that include multimedia information, hypertext links and powerful search and annotating mechanisms. To develop a useful educational e-book many things have to be considered, such as the reading patterns of users, accessibility for different types of users and computer platforms, copyright and legal issues, development of new business models and so on. Addressing usability is very important since e-books are interactive systems and, consequently, have to be designed with the needs of their users in mind. Evaluating usability involves analyzing whether systems are effective, efficient and secure for use; easy to learn and remember; and have a good utility. Any interactive system, as e-books are, has to be assessed to determine if it is really usable as well as useful. Such an evaluation is not only concerned with assessing the user interface but is also aimed at analyzing whether the system can be used in an efficient way to meet the needs of its users - who in the case of educational e-books are learners and teachers. Evaluation provides the opportunity to gather valuable information about design decisions. However, to be successful the evaluation has to be carefully planned and prepared so developers collect appropriate and reliable data from which to draw relevant conclusions.
  3. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.02 
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    Abstract
    Discusses briefly the application of hypertext in library user training with particular reference to a specific hypertext based tutorial designed to teach library school students the basics knowledge of abstracts and abstracting process
    Date
    27. 1.1996 18:22:06
    Source
    Journal of education for library and information science. 36(1995) no.2, S.170-173
  4. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.02 
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    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
  5. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.02 
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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
  6. Wood, F.; Ford, N.; Miller, D.; Sobczyk, G.; Duffin, R.: Information skills, searching behaviour and cognitive styles for student-centred learning : a computer-assisted learning approach (1996) 0.02 
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    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
  7. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.02 
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    Abstract
    Demonstrates a new method of providing networked computer assisted learning to avoid the pitfalls of traditional methods. This was achieved using Web pages enhanced with Java applets, MPEG video clips and Dynamic HTML
    Date
    1. 8.1996 22:08:06
    Footnote
    Contribution to a special issue devoted to the Proceedings of the 7th International World Wide Web Conference, held 14-18 April 1998, Brisbane, Australia
  8. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.02 
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    Abstract
    Web technologies may radically alter the way in which we learn and the business model of corporate and professional training. Examines issues relating to the design and delivery of online learning
    Date
    1. 8.1996 22:08:06
    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
  9. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.01 
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    Abstract
    Describes an approach for developing adaptive textbooks and presents InterBook - an authoring tool based on this approach which simplifies the development of adaptive electronic textbooks on the Web
    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
  10. Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011) 0.01 
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    Abstract
    Educational standards are a central focus of the current educational system in the United States, underpinning educational practice, curriculum design, teacher professional development, and high-stakes testing and assessment. Digital library users have requested that this information be accessible in association with digital learning resources to support teaching and learning as well as accountability requirements. Providing this information is complex because of the variability and number of standards documents in use at the national, state, and local level. This article describes a cataloging tool that aids catalogers in the assignment of standards metadata to digital library resources, using natural language processing techniques. The research explores whether the standards suggestor service would suggest the same standards as a human, whether relevant standards are ranked appropriately in the result set, and whether the relevance of the suggested assignments improve when, in addition to resource content, metadata is included in the query to the cataloging tool. The article also discusses how this service might streamline the cataloging workflow.
    Date
    22. 1.2011 14:25:32
    Source
    Journal of the American Society for Information Science and Technology. 62(2011) no.2, S.395-405
  11. Hyland, M.; Mortimer, M.: Computer assisted learning and the teaching of cataloguing (1995) 0.01 
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    Abstract
    Discusses the benefits of computer assisted learning (CAL) in overcoming the problem of teaching practical cataloguing skills in already crowded library studies programmes. Describes the development of CatSkill, a CAL package offering a complete course in the use od AACR2R and machine readable cataloguing coding, and looks at the features of an effective CAL package
  12. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.01 
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    Abstract
    Describes how librarians at the Louise M. Darling Biomedical Library, California University Los Angeles (UCLA), developed a library user training programme, based on computer assisted instruction, for the 800 to 900 undergraduate biology students per year who enrol in the department's basic, compulsory, introductory course. Compares the effectiveness of computer assisted instruction with the lecture method, using a range of techniques, including a follow up survey. Concludes that computer assisted instruction in combination with the laboratory manual is an effective and user friendly way of offering user training
    Date
    13. 7.1998 22:01:14
  13. Chianese, A.; Cantone, F.; Caropreso, M.; Moscato, V.: ARCHAEOLOGY 2.0 : Cultural E-Learning tools and distributed repositories supported by SEMANTICA, a System for Learning Object Retrieval and Adaptive Courseware Generation for e-learning environments. (2010) 0.01 
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    Abstract
    The focus of the present research has been the development and the application to Virtual Archaeology of a Web-Based framework for Learning Objects indexing and retrieval. The paper presents the main outcomes of a experimentation carried out by an interdisciplinary group of Federico II University of Naples. Our equipe is composed by researchers both in ICT and in Humanities disciplines, in particular in the domain of Virtual Archaeology and Cultural Heritage Informatics in order to develop specific ICT methodological approaches to Virtual Archaeology. The methodological background is the progressive diffusion of Web 2.0 technologies and the attempt to analyze their impact and perspectives in the Cultural Heritage field. In particular, we approached the specific requirements of the so called Learning 2.0, and the possibility to improve the automation of modular courseware generation in Virtual Archaeology Didactics. The developed framework was called SEMANTICA, and it was applied to Virtual Archaeology Domain Ontologies in order to generate a didactic course in a semi-automated way. The main results of this test and the first students feedback on the course fruition will be presented and discussed..
    Source
    Wissensspeicher in digitalen Räumen: Nachhaltigkeit - Verfügbarkeit - semantische Interoperabilität. Proceedings der 11. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation, Konstanz, 20. bis 22. Februar 2008. Hrsg.: J. Sieglerschmidt u. H.P.Ohly
  14. Stewart, A.; Tait, M.: CALAIS Database Explorer : coping with bibliographic database overload (1997) 0.01 
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    Abstract
    The problem of bibliographic database overload on staff and students at the University of Aberdeen, Scotland, UK, was addressed by the creation of a computer based learning package called CALAIS Database Explorer. Describes the development of the program and its structure and functionality focusing on the novel features for information management offered
  15. Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006) 0.01 
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    Abstract
    In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).
  16. Lee, J.; Boling, E.: Information-conveying approaches and cognitive styles of mental modeling in a hypermedia-based learning environment (2008) 0.01 
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    Abstract
    The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.
    Source
    Journal of the American Society for Information Science and Technology. 59(2008) no.4, S.644-661
  17. ¬The digital university : building a learning community (2002) 0.01 
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    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
    LCSH
    Education, Higher / Effect of technological innovations on / Great Britain
    Subject
    Education, Higher / Effect of technological innovations on / Great Britain
  18. 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
  19. Cloete, L.M.; Snyman, R.; Cronjé, J.C.: Training cataloguing students using a mix of media and technologies (2003) 0.01 
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    Abstract
    The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.
  20. McNab, A.: ¬The potential of the Internet for teaching and learning (1994) 0.01 
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    Abstract
    With the increasing emphasis on student centered learning, the library at the university of Hull has taken several initiatives towards the creation of an awareness of networked electronic information resources on campus, encouraging their use in support of teaching and research. The 'free' access to Internet using JANET is explained, along with examples of the sort of data that can be browsed, and if required, downloaded. Discusses the use of Internet 'data' in computer based training is discussed, as well as e-mail and other online addresses (url). with some that might be useful to educationalists listed

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