Search (101 results, page 1 of 6)

  • × theme_ss:"Computer Based Training"
  1. Körkel, T.: Internet für Hörer aller Fakultäten (2002) 0.03 
    0.025976965 = product of:
  0.05195393 = sum of:
    0.041862942 = sum of:
      0.010905789 = weight(_text_:web in 1219) [ClassicSimilarity], result of:
        0.010905789 = score(doc=1219,freq=2.0), product of:
          0.12098375 = queryWeight, product of:
            3.2635105 = idf(docFreq=4597, maxDocs=44218)
            0.03707166 = 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)
      0.030957155 = weight(_text_:seiten in 1219) [ClassicSimilarity], result of:
        0.030957155 = score(doc=1219,freq=2.0), product of:
          0.20383513 = queryWeight, product of:
            5.4984083 = idf(docFreq=491, maxDocs=44218)
            0.03707166 = queryNorm
          0.1518735 = fieldWeight in 1219, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            5.4984083 = idf(docFreq=491, maxDocs=44218)
            0.01953125 = fieldNorm(doc=1219)
    0.010090989 = product of:
      0.025227472 = sum of:
        0.012670727 = weight(_text_:29 in 1219) [ClassicSimilarity], result of:
          0.012670727 = score(doc=1219,freq=2.0), product of:
            0.13040651 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.03707166 = queryNorm
            0.097163305 = fieldWeight in 1219, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1219)
        0.012556746 = weight(_text_:22 in 1219) [ClassicSimilarity], result of:
          0.012556746 = score(doc=1219,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = 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)
      0.4 = coord(2/5)
  0.5 = coord(2/4)
    Abstract
    Das Buch verdeutlicht das mit einem Angelbeispiel: In einem Teich gibt es zwei Arten Fische, die begehrten Leckerellen und die ungenießbaren Ekelitzen. Um die Wirksamkeit eines Angelköders für Leckerellen zu testen, hängt man ihn ins Wasser und zählt, wie viele Fische jeder Art anbeißen. Weiß man dann, ob und wie sehr die Leckerellen den Köder mögen? Beileibe nicht. Es kommt darauf an, wie viele Fische der einen und der anderen Art überhaupt im Teich sind. Möglicherweise schwimmt dort gerade keine einzige Leckerelle, also beißt auch keine an; man angelte dann nur Ekelitzen, die den - vielleicht für Leckerellen hervorragenden - Köder nur in der Not fressen. Welchen Wert hat also die reine Zählmethode, um eine Aussage über die Qualität des Köders zu bekommen? Auf medizinische Studien übertragen: Wie aussagefähig ist ein Studienergebnis, wenn Therapie-Köder ausgelegt werden, ohne zu wissen, wie viele IdeenFische überhaupt im Forschungsmilieu schwimmen? Eine weitere Schwierigkeit kommt hinzu: Die Wahrscheinlichkeit von guten Ideen für neue Therapien ist nicht bekannt. Man könnte sie höchstens subjektiv schätzen (Vorschlag der Autoren: zwei Prozent). Weil sie also fast nicht quantifizierbar ist, darf sie, so argumentieren die Statistiker, bei der Bewertung wissenschaftlicher Ergebnisse auch nicht veranschlagt werden. Denn Subjektivität soll in der Forschung möglichst ausgeschlossen bleiben. Folglich wird der Faktor IdeenWahrscheinlichkeit ganz aus der Fragestellung und der statistischen Auswertung ausgeklammert. Das Problem existiert also offiziell gar nicht, obwohl es den Fachleuten bekannt ist. Das Buch bietet vergnüglichen Lesestoff als Verpackung für wissenschaftskritischen Zündstoff: Die Autoren weisen nach, dass randomisierte Studien überflüssig oder sogar schädlich sind. Sie zeigen, dass viele der "wissenschaftlich nachgewiesen besseren Therapien" nicht besser und vielfach sogar schlechter sind als das, was sie verbessern sollen. Alles, was man wissen muss: Ein texanischer Universitätsrechner gewährt Zutritt zu den heiligen Hallen der Online-Bildung. Der Online-Boom der 1990er Jahre beförderte auch akademische Bildungsinhalte ins Netz. Das große Projekt einer virtuellen Universität hat sich zwar bislang in finanziellen, technischen und konzeptionellen Unzulänglichkeiten verfangen. Aber die (reale) Universität von Texas in Austin bietet seit 1994 einen Wegweiser zu Online-Vorlesungen aus aller Welt, den sie ständig aktualisiert: den "Welthörsaal" (http:// wnt.cc.utexas.edu/~wlh). In über neunzig natur- und geisteswissenschaftlichen Fächern, von Astronomie über Anthropologie, Geschichte und Religion bis hin zur Zoologie, können Internet-Surfer weit reichende Studien treiben. Ausdauer ist gefragt: So mancher Mausklick fördert nicht viel mehr als Vorlesungspläne zu Tage oder fordert kostenpflichtige Registrierungen. Häufig dienen die Seiten auch nur als Ergänzung zu einer Präsenzvorlesung. Wer trotzdem dranbleibt, den belohnt die Suchmaschine der World Lecture Hall mit faszinierenden Links auf umfassende Text- und Bildersammlungen, abgerundet mit Filmen, Sprachsequenzen und interaktiven Anwendungen. Eine Online-Einführung in die Chemie bietet zum Beispiel www.scidiv.bcc.ctc.edu/ wv/101-online.html. Fachlich anspruchsvoll und dennoch verständlich ist auch http://simons.hec.utah.edu/ TheoryPage/index.html: Jack Simons, theoretischer Chemiker aus Utah, leitet die rasant wachsende Bedeutung seines Fachgebiets aus dessen Funktion als Schnittstelle zwischen Chemie, Mathematik, Physik und Computerwissenschaften ab. Bunt und bewegt geht es in der "Chemist's Art Gallery" (www.csc.fi/them/gallery.phtml) zu, die auch die Links zur Molekül-"Kunst" auf dieser Seite lieferte. Ein reiches Sortiment interaktiver Animationen etwa zur Molekulardynamik stellt einige Ansprüche an die heimische Hardware.
    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."
    Date
    31.12.1996 19:29:41
  2. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.02 
    0.019129664 = product of:
  0.038259327 = sum of:
    0.03022301 = product of:
      0.06044602 = sum of:
        0.06044602 = weight(_text_:web in 3619) [ClassicSimilarity], result of:
          0.06044602 = score(doc=3619,freq=6.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.49962097 = fieldWeight in 3619, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.0625 = fieldNorm(doc=3619)
      0.5 = coord(1/2)
    0.008036317 = product of:
      0.040181585 = sum of:
        0.040181585 = weight(_text_:22 in 3619) [ClassicSimilarity], result of:
          0.040181585 = score(doc=3619,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = queryNorm
            0.30952093 = fieldWeight in 3619, 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=3619)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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
  3. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.02 
    0.019129664 = product of:
  0.038259327 = sum of:
    0.03022301 = product of:
      0.06044602 = sum of:
        0.06044602 = weight(_text_:web in 3620) [ClassicSimilarity], result of:
          0.06044602 = score(doc=3620,freq=6.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.49962097 = fieldWeight in 3620, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.0625 = fieldNorm(doc=3620)
      0.5 = coord(1/2)
    0.008036317 = product of:
      0.040181585 = sum of:
        0.040181585 = weight(_text_:22 in 3620) [ClassicSimilarity], result of:
          0.040181585 = score(doc=3620,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = queryNorm
            0.30952093 = fieldWeight in 3620, 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=3620)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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
  4. Coleman, A.: Instruments of cognition : use of citations and Web links in online teaching materials (2005) 0.02 
    0.018947363 = product of:
  0.037894726 = sum of:
    0.03053621 = product of:
      0.06107242 = sum of:
        0.06107242 = weight(_text_:web in 3329) [ClassicSimilarity], result of:
          0.06107242 = score(doc=3329,freq=8.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
    0.007358514 = product of:
      0.03679257 = sum of:
        0.03679257 = weight(_text_:28 in 3329) [ClassicSimilarity], result of:
          0.03679257 = score(doc=3329,freq=2.0), product of:
            0.13280044 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.03707166 = queryNorm
            0.27705154 = fieldWeight in 3329, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.0546875 = fieldNorm(doc=3329)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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.
    Date
    10. 4.2005 14:28:53
  5. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.02 
    0.018783994 = product of:
  0.037567988 = sum of:
    0.03053621 = product of:
      0.06107242 = sum of:
        0.06107242 = weight(_text_:web in 3588) [ClassicSimilarity], result of:
          0.06107242 = score(doc=3588,freq=8.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.50479853 = fieldWeight in 3588, 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=3588)
      0.5 = coord(1/2)
    0.007031777 = product of:
      0.035158884 = sum of:
        0.035158884 = weight(_text_:22 in 3588) [ClassicSimilarity], result of:
          0.035158884 = score(doc=3588,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = 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)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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
  6. Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.02 
    0.01635665 = product of:
  0.0327133 = sum of:
    0.024676984 = product of:
      0.04935397 = sum of:
        0.04935397 = weight(_text_:web in 3618) [ClassicSimilarity], result of:
          0.04935397 = score(doc=3618,freq=4.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.4079388 = fieldWeight in 3618, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.0625 = fieldNorm(doc=3618)
      0.5 = coord(1/2)
    0.008036317 = product of:
      0.040181585 = sum of:
        0.040181585 = weight(_text_:22 in 3618) [ClassicSimilarity], result of:
          0.040181585 = score(doc=3618,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = queryNorm
            0.30952093 = fieldWeight in 3618, 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=3618)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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
  7. Ellett, R.: ¬An evaluation of the effectiveness of OCLC Online Computer Library Center's Web-based module on cataloging Internet resources using the Anglo-American Cataloging Rules and MARC21 (2002) 0.02 
    0.015634216 = product of:
  0.031268433 = sum of:
    0.022667257 = product of:
      0.045334514 = sum of:
        0.045334514 = weight(_text_:web in 5463) [ClassicSimilarity], result of:
          0.045334514 = score(doc=5463,freq=6.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
    0.008601176 = product of:
      0.043005876 = sum of:
        0.043005876 = weight(_text_:29 in 5463) [ClassicSimilarity], result of:
          0.043005876 = score(doc=5463,freq=4.0), product of:
            0.13040651 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.03707166 = queryNorm
            0.3297832 = fieldWeight in 5463, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5463)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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.
    Date
    29. 7.2006 18:13:29
  8. ¬Das Moodle-Praxisbuch : Online-Lernumgebungen einrichten, anbieten und verwalten (2006) 0.01 
    0.0126746325 = product of:
  0.025349265 = sum of:
    0.021670008 = product of:
      0.043340016 = sum of:
        0.043340016 = weight(_text_:seiten in 198) [ClassicSimilarity], result of:
          0.043340016 = score(doc=198,freq=2.0), product of:
            0.20383513 = queryWeight, product of:
              5.4984083 = idf(docFreq=491, maxDocs=44218)
              0.03707166 = queryNorm
            0.2126229 = fieldWeight in 198, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.4984083 = idf(docFreq=491, maxDocs=44218)
              0.02734375 = fieldNorm(doc=198)
      0.5 = coord(1/2)
    0.003679257 = product of:
      0.018396284 = sum of:
        0.018396284 = weight(_text_:28 in 198) [ClassicSimilarity], result of:
          0.018396284 = score(doc=198,freq=2.0), product of:
            0.13280044 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.03707166 = queryNorm
            0.13852577 = fieldWeight in 198, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.02734375 = fieldNorm(doc=198)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    Footnote
    Was kann das Buch also? In 28 übersichtlichen, anschaulichen und verständlich geschriebenen Kapiteln wird der Einstieg in das System Moodle ermöglicht und baut Ihre Kenntnisse Schritt für Schritt auf. Zahlreiche Screenshots und Tips ergänzen den gut struktierten Inhalt. Die wesentlichen Inhalte sind: - der Einstieg ins System - die Verwaltung von Kursen, Lehrern und Studenten - die Erstellung von Arbeitsunterlagen, Lektionen und Tests - die Nutzung verschiedener integrierter Kommunikationskanäle Jedes einzelne Kapitel beinhaltet neben dem eigentlichen Thema, Tipps und Anregungen, auch abschließende Übungen, die sie in Moodle sofort umsetzen können. Es ist deshalb nicht schlecht, bereits zu Beginn der Lektüre zumindest den Zugang zum Moodle-Testsystem zu haben. Optimal wäre es natürlich, wenn Moodle schon bei Ihnen in Betrieb wäre ... Die letzten Seiten des Buches sind zahlreichen Einsatz-Beispielen aus der Praxis gewidmet. Das gibt nicht nur einen guten Eindruck über die Vielfalt der Möglichkeiten von Moodle, sondern inspiriert eigene eLearningSituationen, die auch in der Bibliothek einen mehr als berechtigten Ansatz hätten. Das Einzige, was ich an diesem Buch bedauere, ist, dass es nicht früher erschienen (und mir in die Hände gefallen) ist."
  9. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.01 
    0.0121091865 = product of:
  0.048436746 = sum of:
    0.048436746 = product of:
      0.121091865 = sum of:
        0.06081949 = weight(_text_:29 in 1512) [ClassicSimilarity], result of:
          0.06081949 = score(doc=1512,freq=2.0), product of:
            0.13040651 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.03707166 = queryNorm
            0.46638384 = fieldWeight in 1512, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.09375 = fieldNorm(doc=1512)
        0.060272373 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.060272373 = score(doc=1512,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = 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)
      0.4 = coord(2/5)
  0.25 = coord(1/4)
    Date
    29. 1.1997 18:49:05
    11. 8.2002 15:05:22
  10. Ford, N.: Web-based learning through educational informatics : information science meets educational computing (2008) 0.01 
    0.012072731 = product of:
  0.024145462 = sum of:
    0.01888938 = product of:
      0.03777876 = sum of:
        0.03777876 = weight(_text_:web in 4006) [ClassicSimilarity], result of:
          0.03777876 = score(doc=4006,freq=6.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
    0.0052560815 = product of:
      0.026280407 = sum of:
        0.026280407 = weight(_text_:28 in 4006) [ClassicSimilarity], result of:
          0.026280407 = score(doc=4006,freq=2.0), product of:
            0.13280044 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.03707166 = queryNorm
            0.19789396 = fieldWeight in 4006, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4006)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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
    Date
    28. 9.2010 13:13:57
  11. 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 
    0.010222906 = product of:
  0.020445812 = sum of:
    0.015423114 = product of:
      0.030846229 = sum of:
        0.030846229 = weight(_text_:web in 3733) [ClassicSimilarity], result of:
          0.030846229 = score(doc=3733,freq=4.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.25496176 = fieldWeight in 3733, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3733)
      0.5 = coord(1/2)
    0.0050226985 = product of:
      0.025113491 = sum of:
        0.025113491 = weight(_text_:22 in 3733) [ClassicSimilarity], result of:
          0.025113491 = score(doc=3733,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = queryNorm
            0.19345059 = fieldWeight in 3733, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3733)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    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
  12. Ferris, A.M.: Cataloging Internet resources using MARC21 and AACR2 : Online training for working catalogers (2002) 0.01 
    0.009584447 = product of:
  0.019168895 = sum of:
    0.013086946 = product of:
      0.026173891 = sum of:
        0.026173891 = weight(_text_:web in 5461) [ClassicSimilarity], result of:
          0.026173891 = score(doc=5461,freq=2.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.21634221 = fieldWeight in 5461, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.046875 = fieldNorm(doc=5461)
      0.5 = coord(1/2)
    0.0060819495 = product of:
      0.030409746 = sum of:
        0.030409746 = weight(_text_:29 in 5461) [ClassicSimilarity], result of:
          0.030409746 = score(doc=5461,freq=2.0), product of:
            0.13040651 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.03707166 = queryNorm
            0.23319192 = fieldWeight in 5461, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5461)
      0.2 = coord(1/5)
  0.5 = coord(2/4)
    Abstract
    This article endorses the use of Web-based instruction for cataloging education as represented by OCLC's online course, Cataloging Internet Resources Using MARC21 and AACR2. This type of instruction is particularly useful to working catalogers (professional and paraprofessional alike) who cannot spare the time or the expense to attend workshops and seminars in order to receive training in the latest developments in the field. The OCLC course also paves the way for a new standardized program of online cataloging education that will be tailored for working catalogers at all levels of expertise and that will offer specialized, yet convenient, training in a wide variety of formats.
    Date
    29. 7.2006 18:11:50
  13. Web-based distance learning (1999) 0.01 
    0.00944469 = product of:
  0.03777876 = sum of:
    0.03777876 = product of:
      0.07555752 = sum of:
        0.07555752 = weight(_text_:web in 2101) [ClassicSimilarity], result of:
          0.07555752 = score(doc=2101,freq=6.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.6245262 = fieldWeight in 2101, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.078125 = fieldNorm(doc=2101)
      0.5 = coord(1/2)
  0.25 = coord(1/4)
    Abstract
    Considers briefly how the World Wide Web can be used for distance learning with particular reference to some of the most common Web based distance learning health care administration related programmes
  14. Hawkins, D.T.: Web-based training for online retrieval : some examples (1997) 0.01 
    0.008724631 = product of:
  0.034898523 = sum of:
    0.034898523 = product of:
      0.06979705 = sum of:
        0.06979705 = weight(_text_:web in 1551) [ClassicSimilarity], result of:
          0.06979705 = score(doc=1551,freq=8.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.5769126 = fieldWeight in 1551, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.0625 = fieldNorm(doc=1551)
      0.5 = coord(1/2)
  0.25 = coord(1/4)
    Abstract
    Describes the efforts of Knight-Ridder Information (KRI) and Dun & Bradstreet (D&B) to provide Web based training systems. The KRI tutorial covers the DIALOG Web service, describes the technology, the tutorial and evaluates its usefulness. D&B's web based training trains users on its online system. It is more advanced than the KRI tutorial. Describes its training modules, and its testing of methods and technologies. The University of Texas as Austin has developed 2 tutorials on searching for patents and trademarks
  15. Descy, D.E.: Web-based organizational tools and techniques in support of learning : Internet-based library services (2004) 0.01 
    0.0076340525 = product of:
  0.03053621 = sum of:
    0.03053621 = product of:
      0.06107242 = sum of:
        0.06107242 = weight(_text_:web in 850) [ClassicSimilarity], result of:
          0.06107242 = score(doc=850,freq=8.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
  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.
  16. Beutelspacher, L.: Fördern Web 2.0 und mobile Technologien das Lernen? : Ein Bericht über die ICT 2011 in Hongkong (2011) 0.01 
    0.0075557525 = product of:
  0.03022301 = sum of:
    0.03022301 = product of:
      0.06044602 = sum of:
        0.06044602 = weight(_text_:web in 4901) [ClassicSimilarity], result of:
          0.06044602 = score(doc=4901,freq=6.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = queryNorm
            0.49962097 = fieldWeight in 4901, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.0625 = fieldNorm(doc=4901)
      0.5 = coord(1/2)
  0.25 = coord(1/4)
    Abstract
    Plattformen für Blended Learning, Lernsysteme (wie Moodle), Dienste im Web 2.0 (z. B. Facebook), ePortfolio-Systeme (beispielsweise Mahara), Verfilmungen von Lehrveranstaltungen und weitere Informationsdienste haben breite Anwendung in der Lehre gefunden. Durch das Angebot mobiler Endgeräte (Smartphones, Tablet-Rechner und Laptops) werden die Dienste zunehmend mobil genutzt. Dieser Bericht gibt in informationswissenschaftlicher Perspektive Forschungsergebnisse wieder, die auf der 6. ICT Konferenz in Hongkong "Education unplugged: Mobile Technologies and Web 2.0" (Juli 2011) vorgetragen worden sind.
  17. Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002) 0.01 
    0.007315826 = product of:
  0.029263305 = sum of:
    0.029263305 = product of:
      0.05852661 = sum of:
        0.05852661 = weight(_text_:web in 4786) [ClassicSimilarity], result of:
          0.05852661 = score(doc=4786,freq=10.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
  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.
  18. Harrison, L.: Access to online learning : the role of the courseware authoring tool developer (2002) 0.01 
    0.007315826 = product of:
  0.029263305 = sum of:
    0.029263305 = product of:
      0.05852661 = sum of:
        0.05852661 = weight(_text_:web in 4789) [ClassicSimilarity], result of:
          0.05852661 = score(doc=4789,freq=10.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
  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.
  19. Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998) 0.01 
    0.007063692 = product of:
  0.028254768 = sum of:
    0.028254768 = product of:
      0.07063692 = sum of:
        0.035478037 = weight(_text_:29 in 2353) [ClassicSimilarity], result of:
          0.035478037 = score(doc=2353,freq=2.0), product of:
            0.13040651 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.03707166 = queryNorm
            0.27205724 = fieldWeight in 2353, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2353)
        0.035158884 = weight(_text_:22 in 2353) [ClassicSimilarity], result of:
          0.035158884 = score(doc=2353,freq=2.0), product of:
            0.12981863 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03707166 = queryNorm
            0.2708308 = fieldWeight in 2353, 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=2353)
      0.4 = coord(2/5)
  0.25 = coord(1/4)
    Date
    23.10.1996 17:26:29
    Source
    Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21
  20. Sacchanand, C.; Jaroenpuntaruk, V.: Development of a web-based self-training package for information retrieval using the distance education approach (2006) 0.01 
    0.006543473 = product of:
  0.026173891 = sum of:
    0.026173891 = product of:
      0.052347783 = sum of:
        0.052347783 = weight(_text_:web in 651) [ClassicSimilarity], result of:
          0.052347783 = score(doc=651,freq=2.0), product of:
            0.12098375 = queryWeight, product of:
              3.2635105 = idf(docFreq=4597, maxDocs=44218)
              0.03707166 = 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)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Authors

Years

Languages

  • e 69
  • d 32

Types

  • a 83
  • m 15
  • s 6
  • el 3
  • b 1
  • More… Less…

Themes

Subjects

Classifications