-
Cognition, education and multimedia : exploring ideas in high technology (1990)
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- BK
- 18.00 / Einzelne Sprachen und Literaturen allgemein
- Classification
- DP 1960 Pädagogik / Didaktik und Methodik des Unterrichts / Spezielle Fragen der Methodik / Unterrichtsformen (allgemein) / Computerunterstützter Unterricht / Allgemeines und Deutschland
DP 2600 Pädagogik / Didaktik und Methodik des Unterrichts / Medien im Unterricht / Computer / Allgemeines und Deutschland (SWB)
18.00 / Einzelne Sprachen und Literaturen allgemein
- Date
- 1. 3.2008 13:49:07
- RVK
- DP 1960 Pädagogik / Didaktik und Methodik des Unterrichts / Spezielle Fragen der Methodik / Unterrichtsformen (allgemein) / Computerunterstützter Unterricht / Allgemeines und Deutschland
DP 2600 Pädagogik / Didaktik und Methodik des Unterrichts / Medien im Unterricht / Computer / Allgemeines und Deutschland (SWB)
-
¬The digital university : building a learning community (2002)
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- BK
- 81.68 Computereinsatz in Unterricht und Ausbildung
- Classification
- DP 1960 Pädagogik / Didaktik und Methodik des Unterrichts / Spezielle Fragen der Methodik / Unterrichtsformen (allgemein) / Computerunterstützter Unterricht / Allgemeines und Deutschland
81.68 Computereinsatz in Unterricht und Ausbildung
- Date
- 22. 3.2008 14:43:03
- Isbn
- 1-85233-478-9
- RVK
- DP 1960 Pädagogik / Didaktik und Methodik des Unterrichts / Spezielle Fragen der Methodik / Unterrichtsformen (allgemein) / Computerunterstützter Unterricht / Allgemeines und Deutschland
-
Robinson, L.; Bawden, D.: Distance learning and LIS professional development (2002)
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- Field
- Bibliothekswesen
Informationswissenschaft
- Source
- Aslib proceedings. 54(2002) no.1, S.48-55
-
Griesbaum, J.: Curriculare Integration und didaktisches Design netzbasierter kooperativer Lernszenarien : Ansätze und Ergebnisse im K3-Projekt (2008)
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- Abstract
- K3 ist ein Forschungsprojekt der Informationswissenschaft Konstanz, welches das Ziel verfolgt distributive und kommunikative Potenziale asynchroner Foren Gewinn bringend in universitären Lehrkontexten zu nutzen. K3 setzt auf dem von Kuhlen vorgeschlagenen Paradigma des netzwerkbasierten Wissensmanagements auf und nutzt eine Vielzahl curricularer und didaktischer Unterstützungselemente. Diese sollen Interaktionsprozesse derart unterstützen, dass sich die Potenziale kooperativen Lernens - z. B. höherer individueller Lernerfolg, Generierung von verteiltem Wissen, höhere Motivation - möglichst umfänglich realisieren. Es werden wesentliche Gestaltungsfaktoren kooperativer computervermittelter Lernumgebungen herausgearbeitet, wie sie sich aus dem aktuellen Stand der Literatur des Computer Supported Cooperative/Collaborative Learning (CSCL) ableiten lassen. Auf dieser Grundlage werden die zentralen curricularen und didaktischen Gestaltungselemente in K3 beschrieben. Evaluationsergebnisse zeigen, dass die in K3-Kursen zum Einsatz kommenden instruktionalen Unterstützungselemente von den Lernenden positiv eingeschätzt werden. Analysen der ablaufenden Lernprozesse in K3-Kursen weisen zudem darauf hin, dass es in hohem Maße gelingt, Wissensexternalisierungsprozesse und konsensbildende Interaktionen zu stimulieren.
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.13-20
-
Montague, R.-A.: Web-based Information Science Education (WISE) : an inter-institutional collaboration to promote quality e-learning (2005)
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- Field
- Bibliothekswesen
Informationswissenschaft
-
Zurawska, K.: E-learning experiences in the field of information sciences (2005)
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- Field
- Informationswissenschaft
Bibliothekswesen
-
Kölle, R.; Langemeier, G.; Womser-Hacker, C.: Kollaboratives Lernen in virtuellen Teams am Beispiel der Java-Programmierung (2008)
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- Abstract
- Komplexe Aufgaben und Probleme werden heute üblicherweise im Team bearbeitet und gelöst. Das gilt insbesondere für Softwareprojekte, denn die Entwicklung komplexer Softwaresysteme findet heutzutage meistens arbeitsteilig in - zunehmend räumlich verteilten - Teams statt. Vor diesem Hintergrund wird zum einen ein rollenbasiertes Konzept vorgestellt, das virtuellen Lernteams bei der Zusammenarbeit einen virtuellen Tutor zur Seite stellt, der dem Team im Rahmen von Rollendefiziten adaptierte Hilfestellung bietet und so die Lerneffektivität unterstützt. Zum anderen wird gezeigt, wie das Zusammenspiel zweier spezialisierter Systeme (VitaminL und K3) im Kontext des Blended Learning echte Mehrwerte in E-Learning-Szenarien bringen kann. Die in Benutzertests und einer Lehrveranstaltung ermittelten Evaluierungsergebnisse lassen auf die Tragfähigkeit des rollenbasierten, tutoriellen Konzepts schließen und decken gleichzeitig großes Weiterentwicklungpotenzial auf.
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.37-40
-
Semar, W.: Leistungsvisualisierung im kollaborativen E-Learning mit Hilfe spezieller Kennzahlen (2008)
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- Abstract
- Der bisherige Einsatz elektronischer Kommunikationsforen in der Lehre hat gezeigt, dass die Motivation zur Teilnahme an kollaborativen Prozessen erst geweckt bzw. verstärkt werden muss. Aus diesem Grund wurde im K3-System ein Gratifikationssystem implementiert, das einerseits Anreize zur aktiven Teilnahme schafft und andererseits bestimmte Schlüsselkompetenzen (hier Informations-, Kommunikations- und Teamkompetenz) bei den Teilnehmern entwickelt und verbessert. Im kollaborativen Wissensmanagementsystem K3 wird dies im Wesentlichen dadurch erreicht, dass die Akteure direktes und indirektes Feedback über die von ihnen erbrachten Leistungen erhalten. Ein Alleinstellungsmerkmal des K3-Gratifikationssystems ist die Feedbackgestaltung mit Hilfe der Visualisierung bestimmter Leistungsmerkmale der teilnehmenden Akteure. In diesem Beitrag wird zunächst ganz allgemein beschrieben, wie das K3-Gratifikationssystem in den kollaborativen Prozess eingebunden ist. Aufbauend auf der Entwicklung spezieller Kennzahlen zur Leistungsbeschreibung der teilnehmenden Akteure wird der Schwerpunkt auf die Darstellung verschiedener Visualisierungsformen dieser Leistungskennzahlen gelegt.
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.21-31
-
Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008)
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- 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
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.32-36
-
Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007)
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- Abstract
- Mit dem Stichwort E-Learning wird ein breites Spektrum von Lehr- und Lernformen bezeichnet, die in der einen oder anderen Weise durch Rechner unterstützt werden. In vielen dieser Formen spielt der Austausch zwischen den Beteiligten eine wichtige Rolle. Daher werden E-Learning-Umgebungen häufig mit Kommunikationskomponenten wie Chats oder Foren versehen. Neben diesen Kommunikationswegen steht den Studierenden im Allgemeinen noch eine Vielzahl anderer Kommunikationsmittel zur Verfügung. In einer Befragung an der Hochschule Darmstadt (ehemals Fachhochschule) wurde untersucht, welche Kommunikationswege von den Teilnehmern und Teilnehmerinnen eines E-Learning-Kurses genutzt und bevorzugt werden. Ausgangspunkt war dabei die Beobachtung, dass die von der Lernplattform angebotenen Kommunikationsmittel im Vergleich mit anderen Kommunikationswegen nur wenig genutzt wurden. Die Ergebnisse zeigen, dass alle zehn untersuchten Kommunikationswege (vom persönlichen Gespräch über EMail oder Voice-over-IP bis zu den Kommunikationsmitteln der Lernumgebung) für den Austausch zur Online-Lehrveranstaltung genutzt wurden. Die Intensität der Nutzung variierte allerdings stark: So gaben über 90 Prozent der Befragten an, sich durch direkte Gespräche oder E-Mails ausgetauscht zu haben, wogegen nur ca. zehn Prozent die Kommunikationsmittel der E-Learning-Plattform verwendeten. Der Hauptanteil der Kommunikation fand also nicht über die von der Lernplattform angebotenen Werkzeuge statt. Die Studierenden bevorzugten die Kommunikationswege, die sie auch sonst im Alltag benutzen.
- Source
- Information - Wissenschaft und Praxis. 58(2007) H.1, S.7-14
-
Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998)
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- 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.301-307
-
Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998)
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- 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.634-635
-
Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998)
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- 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.291-300
-
Shave, C.: Developing on-line courses : teacher support needs (1998)
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- 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
-
Kurzidim, M.: ¬['¬hevi on waier] : Sprachtrainer auf CD-ROM (1996)
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- Abstract
- Fremdsprachen beschleunigen den beruflichen Aufstieg, erleichtern im Urlaub die Kommunikation mit der einheimischen Bevölkerung erheblich und machen oft einfach nur Spaß. Multimediale Computertrainer zwischen 50,- und 1500,- Mark versprechen den schnellen Weg zum Erfolg
-
Lawson, V.L.: Using a computer-assisted-instruction program to replace the traditional library tour : an experimental study (1989)
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- Source
- RQ. 29(1989) no.1, S.71-79
-
Griesbaum, J.; Semar, W.; Jiang, T.; Kuhlen, R.: K3 - Konzepte und Technologien für netzwerkbasiertes Wissensmanagement in der Hochschulausbildung (2008)
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- Abstract
- K3 ist ein Forschungsprojekt, welches das Ziel verfolgt, die distributiven und kommunikativen Mehrwertpotenziale asynchroner Medien gewinnbringend für die universitäre Ausbildung zu nutzen. Hierzu werden aufsetzend auf dem von Kuhlen vorgeschlagenen Paradigma des netzwerkbasierten Wissensmanagement konzeptionelle didaktische Ansätze erprobt und eine kollaborative Wissensmanagementsoftware entwickelt. Dieser Artikel beschreibt zunächst den grundlegenden Ansatz und Gestaltungsfaktoren des netzwerkbasierten Wissensmanagements. Darauf aufbauend werden konzeptuelle und technologische Unterstützungselemente vorgestellt, die in K3 entwickelt und erprobt worden sind. Anschließend werden Forschungsergebnisse aus verschiedenen Fallstudien zu K3-Kursen angeführt. Abschließend wird ein Ausblick auf mögliche weitere Anwendungsfelder des netzwerkbasierten Wissensmanagements gegeben.
- Source
- Information - Wissenschaft und Praxis. 59(2008) H.1, S.7-11
-
Mortimer, M.; Lockhead, K.; Hyland, M.: CatSkill : a multimedia course on AACR2 and MARC (1994)
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- Footnote
- Rez. in: Journal of librarianship and information science 29(1997) no.1, S.54-56 (J.H. Bowman)
-
Wood, A.D.G.: Instructional technology in the business environment (1995)
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- Source
- Multimedia today. 3(1995) no.1, S.18-22
-
Reimann, P.; Schult, T.J.: Schneller schlau : Bildung im Multimedia-Zeitalter (1996)
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- Abstract
- Kennen Sie Cyber City? Es ist ein Ort für Revolutionen. Und immer scheint die Sonne. Cyber City ist nämlich Venus, Florida. Mit dem 'Venus Project', auf dem Reißbrett entstanden, konzipieren US-amerikanische Forscher die Stadt der Zukunft, deren Bewohner auf neue Weise lernen: Wissen erwerben sie auf Bedarf, Computertechnik unterstützt sie dabei
