Search (119 results, page 1 of 6)

  • × language_ss:"e"
  • × theme_ss:"Computer Based Training"
  1. Montague, R.-A.: Web-based Information Science Education (WISE) : an inter-institutional collaboration to promote quality e-learning (2005) 0.03 
    0.027242394 = product of:
  0.10215897 = sum of:
    0.01908586 = product of:
      0.03817172 = sum of:
        0.03817172 = weight(_text_:bibliothekswesen in 4354) [ClassicSimilarity], result of:
          0.03817172 = score(doc=4354,freq=2.0), product of:
            0.12917466 = queryWeight, product of:
              4.457672 = idf(docFreq=1392, maxDocs=44218)
              0.028978055 = queryNorm
            0.2955047 = fieldWeight in 4354, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.457672 = idf(docFreq=1392, maxDocs=44218)
              0.046875 = fieldNorm(doc=4354)
      0.5 = coord(1/2)
    0.038981467 = weight(_text_:informationswissenschaft in 4354) [ClassicSimilarity], result of:
      0.038981467 = score(doc=4354,freq=2.0), product of:
        0.13053758 = queryWeight, product of:
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.028978055 = queryNorm
        0.29862255 = fieldWeight in 4354, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.046875 = fieldNorm(doc=4354)
    0.03817172 = weight(_text_:bibliothekswesen in 4354) [ClassicSimilarity], result of:
      0.03817172 = score(doc=4354,freq=2.0), product of:
        0.12917466 = queryWeight, product of:
          4.457672 = idf(docFreq=1392, maxDocs=44218)
          0.028978055 = queryNorm
        0.2955047 = fieldWeight in 4354, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.457672 = idf(docFreq=1392, maxDocs=44218)
          0.046875 = fieldNorm(doc=4354)
    0.005919926 = product of:
      0.011839852 = sum of:
        0.011839852 = weight(_text_:information in 4354) [ClassicSimilarity], result of:
          0.011839852 = score(doc=4354,freq=8.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.23274569 = fieldWeight in 4354, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046875 = fieldNorm(doc=4354)
      0.5 = coord(1/2)
  0.26666668 = coord(4/15)
    Abstract
    Developing inter-institutional collaborative agreements for online education offers the potential benefit of increasing participants' access to resources and decreasing costs to institutions. Designing and sustaining models of cooperation to cross institutional boundaries is inherently complex and requires significant commitment. This paper explores the rationale for developing consortia and describes opportunities and challenges that arise in establishing and maintaining agreements to promote quality online education in library and information science (LIS) with peer institutions. Insights are shared based on 'lessons learned' in establishing the Web-based Information Science Education (WISE) consortium. Emphasis is placed on the three key elements of the WISE model of collaboration -- metrics for quality online education, faculty development in online pedagogy, and course share.
    Field
    Bibliothekswesen
    Informationswissenschaft
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
  2. Robinson, L.; Bawden, D.: Distance learning and LIS professional development (2002) 0.03 
    0.025663747 = product of:
  0.12831873 = sum of:
    0.025447812 = product of:
      0.050895624 = sum of:
        0.050895624 = weight(_text_:bibliothekswesen in 691) [ClassicSimilarity], result of:
          0.050895624 = score(doc=691,freq=2.0), product of:
            0.12917466 = queryWeight, product of:
              4.457672 = idf(docFreq=1392, maxDocs=44218)
              0.028978055 = queryNorm
            0.39400625 = fieldWeight in 691, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.457672 = idf(docFreq=1392, maxDocs=44218)
              0.0625 = fieldNorm(doc=691)
      0.5 = coord(1/2)
    0.05197529 = weight(_text_:informationswissenschaft in 691) [ClassicSimilarity], result of:
      0.05197529 = score(doc=691,freq=2.0), product of:
        0.13053758 = queryWeight, product of:
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.028978055 = queryNorm
        0.3981634 = fieldWeight in 691, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.0625 = fieldNorm(doc=691)
    0.050895624 = weight(_text_:bibliothekswesen in 691) [ClassicSimilarity], result of:
      0.050895624 = score(doc=691,freq=2.0), product of:
        0.12917466 = queryWeight, product of:
          4.457672 = idf(docFreq=1392, maxDocs=44218)
          0.028978055 = queryNorm
        0.39400625 = fieldWeight in 691, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.457672 = idf(docFreq=1392, maxDocs=44218)
          0.0625 = fieldNorm(doc=691)
  0.2 = coord(3/15)
    Field
    Bibliothekswesen
    Informationswissenschaft
  3. Zurawska, K.: E-learning experiences in the field of information sciences (2005) 0.02 
    0.022997657 = product of:
  0.08624121 = sum of:
    0.015904883 = product of:
      0.031809766 = sum of:
        0.031809766 = weight(_text_:bibliothekswesen in 3004) [ClassicSimilarity], result of:
          0.031809766 = score(doc=3004,freq=2.0), product of:
            0.12917466 = queryWeight, product of:
              4.457672 = idf(docFreq=1392, maxDocs=44218)
              0.028978055 = queryNorm
            0.24625391 = fieldWeight in 3004, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.457672 = idf(docFreq=1392, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3004)
      0.5 = coord(1/2)
    0.032484557 = weight(_text_:informationswissenschaft in 3004) [ClassicSimilarity], result of:
      0.032484557 = score(doc=3004,freq=2.0), product of:
        0.13053758 = queryWeight, product of:
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.028978055 = queryNorm
        0.24885213 = fieldWeight in 3004, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3004)
    0.031809766 = weight(_text_:bibliothekswesen in 3004) [ClassicSimilarity], result of:
      0.031809766 = score(doc=3004,freq=2.0), product of:
        0.12917466 = queryWeight, product of:
          4.457672 = idf(docFreq=1392, maxDocs=44218)
          0.028978055 = queryNorm
        0.24625391 = fieldWeight in 3004, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.457672 = idf(docFreq=1392, maxDocs=44218)
          0.0390625 = fieldNorm(doc=3004)
    0.006041999 = product of:
      0.012083998 = sum of:
        0.012083998 = weight(_text_:information in 3004) [ClassicSimilarity], result of:
          0.012083998 = score(doc=3004,freq=12.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.23754507 = fieldWeight in 3004, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0390625 = fieldNorm(doc=3004)
      0.5 = coord(1/2)
  0.26666668 = coord(4/15)
    Abstract
    The librarians and information specialists play the very important role in the Information Society. They perform a greater variety of tasks than before. That is why the range of knowledge and the skills, they should learn, considerably extends. Therefore the problems arose: how to educate the librarians and information specialists? Which methods and techniques are the most suitable and profitable? How to organize the education process to give them as much experience as possible? The usage of modern methods and tools, especially the e-learning systems, may be the right solution. That paper presents the experiences with the Virtual Learning Environment at Nicolaus Copernicus University. The author is involved in the e-learning process as a teacher of various subjects and as an administrator of Moodie (Modular Object-Oriented Dynamic Learning Environment), which is used as an e-learning platform. The paper describes the process of preparing resources and the methods of using them in education in the field of Information Science and Librarianship. The special attention is paid to knowledge gained and skills trained by students as well as by teachers. Their impressions are shown. The advantages and disadvantages of e-learning are discussed in details.
    Field
    Informationswissenschaft
    Bibliothekswesen
    Source
    Librarianship in the information age: Proceedings of the 13th BOBCATSSS Symposium, 31 January - 2 February 2005 in Budapest, Hungary. Eds.: Marte Langeland u.a
  4. Cognition, education and multimedia : exploring ideas in high technology (1990) 0.02 
    0.020653917 = product of:
  0.15490437 = sum of:
    0.12506367 = weight(_text_:allgemeines in 1536) [ClassicSimilarity], result of:
      0.12506367 = score(doc=1536,freq=8.0), product of:
        0.16533206 = queryWeight, product of:
          5.705423 = idf(docFreq=399, maxDocs=44218)
          0.028978055 = queryNorm
        0.7564393 = fieldWeight in 1536, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          5.705423 = idf(docFreq=399, maxDocs=44218)
          0.046875 = fieldNorm(doc=1536)
    0.029840691 = weight(_text_:und in 1536) [ClassicSimilarity], result of:
      0.029840691 = score(doc=1536,freq=20.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.46462005 = fieldWeight in 1536, product of:
          4.472136 = tf(freq=20.0), with freq of:
            20.0 = termFreq=20.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.046875 = fieldNorm(doc=1536)
  0.13333334 = coord(2/15)
    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
    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)
  5. ¬The digital university : building a learning community (2002) 0.02 
    0.016443502 = product of:
  0.08221751 = sum of:
    0.058955584 = weight(_text_:allgemeines in 1782) [ClassicSimilarity], result of:
      0.058955584 = score(doc=1782,freq=4.0), product of:
        0.16533206 = queryWeight, product of:
          5.705423 = idf(docFreq=399, maxDocs=44218)
          0.028978055 = queryNorm
        0.35658893 = fieldWeight in 1782, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          5.705423 = idf(docFreq=399, maxDocs=44218)
          0.03125 = fieldNorm(doc=1782)
    0.015409667 = weight(_text_:und in 1782) [ClassicSimilarity], result of:
      0.015409667 = score(doc=1782,freq=12.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.23992877 = fieldWeight in 1782, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.03125 = fieldNorm(doc=1782)
    0.0078522535 = product of:
      0.015704507 = sum of:
        0.015704507 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
          0.015704507 = score(doc=1782,freq=2.0), product of:
            0.101476215 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028978055 = queryNorm
            0.15476047 = fieldWeight in 1782, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.03125 = fieldNorm(doc=1782)
      0.5 = coord(1/2)
  0.2 = coord(3/15)
    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
    RVK
    DP 1960 Pädagogik / Didaktik und Methodik des Unterrichts / Spezielle Fragen der Methodik / Unterrichtsformen (allgemein) / Computerunterstützter Unterricht / Allgemeines und Deutschland
  6. Griesbaum, J.: Curriculare Integration und didaktisches Design netzbasierter kooperativer Lernszenarien : Ansätze und Ergebnisse im K3-Projekt (2008) 0.01 
    0.013726351 = product of:
  0.06863175 = sum of:
    0.026690327 = weight(_text_:und in 775) [ClassicSimilarity], result of:
      0.026690327 = score(doc=775,freq=16.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.41556883 = fieldWeight in 775, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.046875 = fieldNorm(doc=775)
    0.038981467 = weight(_text_:informationswissenschaft in 775) [ClassicSimilarity], result of:
      0.038981467 = score(doc=775,freq=2.0), product of:
        0.13053758 = queryWeight, product of:
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.028978055 = queryNorm
        0.29862255 = fieldWeight in 775, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.504705 = idf(docFreq=1328, maxDocs=44218)
          0.046875 = fieldNorm(doc=775)
    0.002959963 = product of:
      0.005919926 = sum of:
        0.005919926 = weight(_text_:information in 775) [ClassicSimilarity], result of:
          0.005919926 = score(doc=775,freq=2.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.116372846 = fieldWeight in 775, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046875 = fieldNorm(doc=775)
      0.5 = coord(1/2)
  0.2 = coord(3/15)
    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
  7. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.01 
    0.008737092 = product of:
  0.065528184 = sum of:
    0.031138714 = weight(_text_:und in 1391) [ClassicSimilarity], result of:
      0.031138714 = score(doc=1391,freq=16.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.4848303 = fieldWeight in 1391, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1391)
    0.034389466 = sum of:
      0.00690658 = weight(_text_:information in 1391) [ClassicSimilarity], result of:
        0.00690658 = score(doc=1391,freq=2.0), product of:
          0.050870337 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.028978055 = queryNorm
          0.13576832 = fieldWeight in 1391, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.0546875 = fieldNorm(doc=1391)
      0.027482886 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
        0.027482886 = score(doc=1391,freq=2.0), product of:
          0.101476215 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.028978055 = queryNorm
          0.2708308 = fieldWeight in 1391, 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=1391)
  0.13333334 = coord(2/15)
    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
  8. Newton, R.: Multimedia for teaching information retrieval : development of Computer Assisted Learning (1995) 0.00 
    0.004348034 = product of:
  0.032610252 = sum of:
    0.026690327 = weight(_text_:und in 8272) [ClassicSimilarity], result of:
      0.026690327 = score(doc=8272,freq=4.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.41556883 = fieldWeight in 8272, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.09375 = fieldNorm(doc=8272)
    0.005919926 = product of:
      0.011839852 = sum of:
        0.011839852 = weight(_text_:information in 8272) [ClassicSimilarity], result of:
          0.011839852 = score(doc=8272,freq=2.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.23274569 = fieldWeight in 8272, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.09375 = fieldNorm(doc=8272)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    Source
    Informationsspezialisten zwischen Technik und gesellschaftlicher Verantwortung: Internationaler Kongreß der Hochschule für Bibliotheks- und Informationswesen, Stuttgart, 4.-5.12.1995. Hrsg.: Projektgruppe Kongreß '95 der HBI Stuttgart
  9. Griesbaum, J.; Semar, W.; Jiang, T.; Kuhlen, R.: K3 - Konzepte und Technologien für netzwerkbasiertes Wissensmanagement in der Hochschulausbildung (2008) 0.00 
    0.0043441188 = product of:
  0.03258089 = sum of:
    0.0291276 = weight(_text_:und in 1389) [ClassicSimilarity], result of:
      0.0291276 = score(doc=1389,freq=14.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.4535172 = fieldWeight in 1389, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1389)
    0.00345329 = product of:
      0.00690658 = sum of:
        0.00690658 = weight(_text_:information in 1389) [ClassicSimilarity], result of:
          0.00690658 = score(doc=1389,freq=2.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.13576832 = fieldWeight in 1389, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1389)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    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
  10. Kölle, R.; Langemeier, G.; Womser-Hacker, C.: Kollaboratives Lernen in virtuellen Teams am Beispiel der Java-Programmierung (2008) 0.00 
    0.0043441188 = product of:
  0.03258089 = sum of:
    0.0291276 = weight(_text_:und in 1393) [ClassicSimilarity], result of:
      0.0291276 = score(doc=1393,freq=14.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.4535172 = fieldWeight in 1393, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1393)
    0.00345329 = product of:
      0.00690658 = sum of:
        0.00690658 = weight(_text_:information in 1393) [ClassicSimilarity], result of:
          0.00690658 = score(doc=1393,freq=2.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.13576832 = fieldWeight in 1393, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1393)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    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
  11. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.00 
    0.0032751875 = product of:
  0.04912781 = sum of:
    0.04912781 = sum of:
      0.009866543 = weight(_text_:information in 3061) [ClassicSimilarity], result of:
        0.009866543 = score(doc=3061,freq=2.0), product of:
          0.050870337 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.028978055 = queryNorm
          0.19395474 = fieldWeight in 3061, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.078125 = fieldNorm(doc=3061)
      0.039261267 = weight(_text_:22 in 3061) [ClassicSimilarity], result of:
        0.039261267 = score(doc=3061,freq=2.0), product of:
          0.101476215 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.028978055 = queryNorm
          0.38690117 = fieldWeight in 3061, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.078125 = fieldNorm(doc=3061)
  0.06666667 = coord(1/15)
    Date
    27. 1.1996 18:22:06
    Source
    Journal of education for library and information science. 36(1995) no.2, S.170-173
  12. Semar, W.: Leistungsvisualisierung im kollaborativen E-Learning mit Hilfe spezieller Kennzahlen (2008) 0.00 
    0.0032080694 = product of:
  0.02406052 = sum of:
    0.021100556 = weight(_text_:und in 1381) [ClassicSimilarity], result of:
      0.021100556 = score(doc=1381,freq=10.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.328536 = fieldWeight in 1381, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.046875 = fieldNorm(doc=1381)
    0.002959963 = product of:
      0.005919926 = sum of:
        0.005919926 = weight(_text_:information in 1381) [ClassicSimilarity], result of:
          0.005919926 = score(doc=1381,freq=2.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.116372846 = fieldWeight in 1381, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046875 = fieldNorm(doc=1381)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    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
  13. Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.00 
    0.00262015 = product of:
  0.03930225 = sum of:
    0.03930225 = sum of:
      0.0078932345 = weight(_text_:information in 547) [ClassicSimilarity], result of:
        0.0078932345 = score(doc=547,freq=2.0), product of:
          0.050870337 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.028978055 = queryNorm
          0.1551638 = fieldWeight in 547, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.0625 = fieldNorm(doc=547)
      0.031409014 = weight(_text_:22 in 547) [ClassicSimilarity], result of:
        0.031409014 = score(doc=547,freq=2.0), product of:
          0.101476215 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.028978055 = queryNorm
          0.30952093 = fieldWeight in 547, 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=547)
  0.06666667 = coord(1/15)
    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
  14. Ford, N.: Web-based learning through educational informatics : information science meets educational computing (2008) 0.00 
    0.0024694505 = product of:
  0.018520877 = sum of:
    0.011120969 = weight(_text_:und in 4006) [ClassicSimilarity], result of:
      0.011120969 = score(doc=4006,freq=4.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.17315367 = fieldWeight in 4006, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4006)
    0.007399907 = product of:
      0.014799814 = sum of:
        0.014799814 = weight(_text_:information in 4006) [ClassicSimilarity], result of:
          0.014799814 = score(doc=4006,freq=18.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.2909321 = fieldWeight in 4006, product of:
              4.2426405 = tf(freq=18.0), with freq of:
                18.0 = termFreq=18.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4006)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    Abstract
    Explores the role of information seeking and retrieval in the development of information systems to support personalized and autonomous learning.
    BK
    81.68 / Computereinsatz in Unterricht und Ausbildung
    Classification
    81.68 / Computereinsatz in Unterricht und Ausbildung
    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
    Imprint
    Hershey, Pa. : Information Science
  15. Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007) 0.00 
    0.002425875 = product of:
  0.018194063 = sum of:
    0.015727427 = weight(_text_:und in 1319) [ClassicSimilarity], result of:
      0.015727427 = score(doc=1319,freq=8.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.24487628 = fieldWeight in 1319, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1319)
    0.0024666358 = product of:
      0.0049332716 = sum of:
        0.0049332716 = weight(_text_:information in 1319) [ClassicSimilarity], result of:
          0.0049332716 = score(doc=1319,freq=2.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.09697737 = fieldWeight in 1319, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1319)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    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
  16. 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) 0.00 
    0.0022540248 = product of:
  0.03381037 = sum of:
    0.03381037 = sum of:
      0.010253613 = weight(_text_:information in 4341) [ClassicSimilarity], result of:
        0.010253613 = score(doc=4341,freq=6.0), product of:
          0.050870337 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.028978055 = queryNorm
          0.20156369 = fieldWeight in 4341, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.046875 = fieldNorm(doc=4341)
      0.023556758 = weight(_text_:22 in 4341) [ClassicSimilarity], result of:
        0.023556758 = score(doc=4341,freq=2.0), product of:
          0.101476215 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.028978055 = queryNorm
          0.23214069 = fieldWeight in 4341, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046875 = fieldNorm(doc=4341)
  0.06666667 = coord(1/15)
    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
  17. Devaul, H.; Diekema, A.R.; Ostwald, J.: Computer-assisted assignment of educational standards using natural language processing (2011) 0.00 
    0.0022540248 = product of:
  0.03381037 = sum of:
    0.03381037 = sum of:
      0.010253613 = weight(_text_:information in 4199) [ClassicSimilarity], result of:
        0.010253613 = score(doc=4199,freq=6.0), product of:
          0.050870337 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.028978055 = queryNorm
          0.20156369 = fieldWeight in 4199, product of:
            2.4494898 = tf(freq=6.0), with freq of:
              6.0 = termFreq=6.0
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.046875 = fieldNorm(doc=4199)
      0.023556758 = weight(_text_:22 in 4199) [ClassicSimilarity], result of:
        0.023556758 = score(doc=4199,freq=2.0), product of:
          0.101476215 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.028978055 = queryNorm
          0.23214069 = fieldWeight in 4199, product of:
            1.4142135 = tf(freq=2.0), with freq of:
              2.0 = termFreq=2.0
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046875 = fieldNorm(doc=4199)
  0.06666667 = coord(1/15)
    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
  18. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.00 
    0.0015704506 = product of:
  0.023556758 = sum of:
    0.023556758 = product of:
      0.047113515 = sum of:
        0.047113515 = weight(_text_:22 in 8110) [ClassicSimilarity], result of:
          0.047113515 = score(doc=8110,freq=2.0), product of:
            0.101476215 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.028978055 = queryNorm
            0.46428138 = fieldWeight in 8110, 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=8110)
      0.5 = coord(1/2)
  0.06666667 = coord(1/15)
    Source
    Multimedia today. 3(1995) no.1, S.18-22
  19. Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006) 0.00 
    0.0015372621 = product of:
  0.011529465 = sum of:
    0.009436456 = weight(_text_:und in 2391) [ClassicSimilarity], result of:
      0.009436456 = score(doc=2391,freq=8.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.14692576 = fieldWeight in 2391, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.0234375 = fieldNorm(doc=2391)
    0.0020930099 = product of:
      0.0041860198 = sum of:
        0.0041860198 = weight(_text_:information in 2391) [ClassicSimilarity], result of:
          0.0041860198 = score(doc=2391,freq=4.0), product of:
            0.050870337 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.028978055 = queryNorm
            0.08228803 = fieldWeight in 2391, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0234375 = fieldNorm(doc=2391)
      0.5 = coord(1/2)
  0.13333334 = coord(2/15)
    BK
    81.68 / Computereinsatz in Unterricht und Ausbildung
    85.20 / Betriebliche Information und Kommunikation
    Classification
    81.68 / Computereinsatz in Unterricht und Ausbildung
    85.20 / Betriebliche Information und Kommunikation
  20. Kurzidim, M.: ¬['¬hevi on waier] : Sprachtrainer auf CD-ROM (1996) 0.00 
    0.001482796 = product of:
  0.022241939 = sum of:
    0.022241939 = weight(_text_:und in 4882) [ClassicSimilarity], result of:
      0.022241939 = score(doc=4882,freq=4.0), product of:
        0.06422601 = queryWeight, product of:
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.028978055 = queryNorm
        0.34630734 = fieldWeight in 4882, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          2.216367 = idf(docFreq=13101, maxDocs=44218)
          0.078125 = fieldNorm(doc=4882)
  0.06666667 = coord(1/15)
    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

Authors

Years

Types

  • a 105
  • m 9
  • el 3
  • s 3
  • b 1
  • r 1
  • More… Less…

Themes

Subjects

Classifications