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  • × theme_ss:"Computer Based Training"
  1. ¬The digital university : building a learning community (2002) 0.03 
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    Date
    22. 3.2008 14:43:03
    LCSH
    Education, Higher / Great Britain / Data processing
    Subject
    Education, Higher / Great Britain / Data processing
  2. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.02 
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    Date
    11. 8.2002 15:05:22
  3. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.02 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
  4. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.02 
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    Date
    27. 1.1996 18:22:06
  5. McNab, A.: ¬The potential of the Internet for teaching and learning (1994) 0.02 
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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
  6. Emmons, S.R.; Light, R.P.; Börner, K.: MOOC visual analytics : empowering students, teachers, researchers, and platform developers of massively open online courses (2017) 0.02 
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    Abstract
    Along with significant opportunities, Massively Open Online Courses (MOOCs) provide major challenges to students (keeping track of course materials and effectively interacting with teachers and fellow students), teachers (managing thousands of students and supporting their learning progress), researchers (understanding how students interact with materials and each other), and MOOC platform developers (supporting effective course design and delivery in a scalable way). This article demonstrates the use of data analysis and visualization as a means to empower students, teachers, researchers, and platform developers by making large volumes of data easy to understand. First, we introduce the insight needs of different stakeholder groups. Second, we compare the wide variety of data provided by major MOOC platforms. Third, we present a novel framework that distinguishes visualizations by the type of questions they answer. We then review the state of the art MOOC visual analytics using a tabulation of stakeholder needs versus visual analytics workflow types. Finally, we present new data analysis and visualization workflows for statistical, geospatial, and topical insights. The workflows have been optimized and validated in the Information Visualization MOOC (IVMOOC) annually taught at Indiana University since 2013. All workflows, sample data, and visualizations are provided at http://cns.iu.edu/2016-MOOCVis.html.
  7. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.01 
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    Date
    27.11.1995 17:07:22
  8. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  9. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  10. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  11. Franke, F.; Scholle, U.: "Neue Schulungen braucht das Land" : Ergebnisse von zwei Fortbildungsveranstaltungen des Hochschulbibliothekszentrums Nordrhein-Westfalen über die Vermittlung von Informationskompetenz durch DV-basierte Schulungsangebote (2003) 0.01 
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    Abstract
    Wie müssen wir virtuelle Rundgänge und Online-Tutorials gestalten, damit sie ihre Zielgruppe auch wirklich erreichen? Worauf müssen wir bei einer guten Präsentation unseres OPACs achten? Was machen wir mit großen Schülergruppen? Diesen Fragen stellten sich insgesamt 22 Bibliothekarinnen und Bibliothekare in Münster und Köln während zweier Fortbildungsveranstaltungen des HBZ im Juni 2003. Ziel der jeweils zweitägigen Workshops, die in Zusammenarbeit mit der Adhoc-Arbeitsgruppe "Informationskompetenz" der AG der Universitätsbibliotheken im VBNW konzipiert wurden, waren Konzepte und erste Schritte zur Umsetzung von elektronischen Angeboten zur Vermittlung von Bibliotheksbzw. Informationskompetenz. Dem voraus ging die konstruktive Bewertung von bereits existierenden Materialien, die zum einen von den Teilnehmern aus ihren Bibliotheken mitgebracht wurden, zum anderen über Bibliotheks-Homepages abrufbar waren. Die Teilnehmer, die in ihren Bibliotheken bereits Benutzerschulungen konzipieren und durchführen, beschäftigten sich dabei in Gruppen u.a. mit den Themen - Virtuelle Rundgänge, - Online-Tutorials - Bibliothekseinführungen für Schüler und Erstsemester - Präsentationen von Online-Katalog und Methoden zur Literatursuche. Im Folgenden werden einige wesentliche und manchmal durchaus kontrovers diskutierte Ergebnisse und Thesen wiedergegeben, die sich aus der Arbeit der Teilnehmer ergeben haben. Sie erheben keinen Anspruch auf Ausgewogenheit oder Vollständigkeit, können aber als Anregungen und Diskussionsgrundlage für zukünftige Projekte dienen.
    Date
    31.12.2003 18:22:26
  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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    Date
    13. 7.1998 22:01:14
  13. Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998) 0.01 
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    Source
    Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21
  14. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.01 
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    Date
    1. 8.1996 22:08:06
  15. Poetzsch, E.; Porschien, J.; Quosig, D.: ¬Das Online-Tutorial als Lehr- und Lernmedium : Modell für die methodisch-didaktische Umsetzung eines Lehrbuches in ein Online-Tutorial (2005) 0.01 
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    Date
    22. 5.2005 10:39:09
  16. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.01 
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    Date
    10. 2.2008 14:22:00
  17. Harrer, A.; Lohmann, S.: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse (2008) 0.01 
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    Date
    21. 6.2009 12:22:44
  18. 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
  19. Rupp-Serrano, K.; Buchanen, N.: Using presentation software for computerised instruction (1992) 0.01 
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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
  20. 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) 0.01 
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    Source
    Journal of information science. 22(1996) no.2, S.79-92

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