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Lemke, M.: Wie lernwirksam sind Online-Tutorials? : Lernerfolgskontrolle und Evaluation bibliothekarischer E-Learningangebote (2014)
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- Abstract
- Immer mehr wissenschaftliche Bibliotheken, insbesondere Hochschulbibliotheken, erweitern ihre E-Learningangebote um sogenannte Online-Tutorials. Solche interaktiven, multi-medialen Lernprogramme bieten den Nutzern die Möglichkeit, sich zeit- und ortsunabhängig selbständig grundlegende Themen der Bibliotheks- und Informationskompetenz anzueignen. In der bibliothekarischen Fachliteratur finden sich aber keine Aussagen darüber, in welchem Umfang und wie lerneffektiv diese - meist mit hohem Aufwand erstellte - Angebote tatsächlich genutzt werden. Um die Lernwirksamkeit überprüfen zu können, bedarf es Online-Tutorials, die über einen automatisierten elektronischen Test verfügen, anhand dessen Nutzer eigenständig den Erwerb der Lerninhalte kontrollieren können. Die vorliegende Arbeit versteht sich als ein Beitrag zur Konzeption evaluierbarer Online-Tutorials. Skizziert wird eine strukturierte Vorgehensweise zur Umsetzung von Tutorials, die statistisch auswertbare Daten zur Lerneffektivität generieren. Im Fokus stehen hierbei didaktische Bedingungen automatisierter Lernerfolgskontrollen und deren Umsetzung anhand sogenannter geschlossener Aufgaben. Da sich mit diesem Aufgabentypus nur bestimmte kognitive Leistungsbereiche messen lassen, ist im Vorfeld zu prüfen, dass ein Tutorial nur Lerninhalte vermittelt, deren Erwerb anschließend auch mit geschlossenen Aufgaben überprüft werden kann. Unter Rückgriff auf eine spezifische E-Learning-Taxonomie wird offensichtlich, dass mindestens Reproduktions-, Verständnis- und Anwendungsleistungen umsetzbar sind. Wie entsprechende Aufgabenstellungen in bibliothekarischen Online-Tutorials aussehen können, wird an Beispielfragen zur Überprüfung von Fakten-, Konzept- und Prozedurenwissen demonstriert.
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Pozzi de Sousa, B.; Ortega, C.D.: Aspects regarding the notion of subject in the context of different theoretical trends : teaching approaches in Brazil (2018)
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Jörs, B.: ¬Die Dringlichkeit von Reformen in der Aus- und Weiterbildung hat sich noch einmal beschleunigt : Was die Studierenden der Informationswissenschaft an Zukunftsfähigem lernen. Und was in der Informationswissenschaft alles nicht geht (2018)
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Soergel, D.: Knowledge organization for learning (2014)
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- Pages
- S.22-32
- Source
- Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
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Snow, K.; Hoffman, G.L.: What makes an effective cataloging course? : a study of the factors that promote learning (2015)
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- Date
- 10. 9.2000 17:38:22
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Hudon, M.: KO and classification education in the light of Benjamin Bloom's Taxonomy of learning objectives (2014)
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- Source
- Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
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Kaminska, A.; Pulak, I.: Knowledge organization in a digital learning environment in the experiences of pedagogy students (2014)
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- Source
- Knowledge organization in the 21st century: between historical patterns and future prospects. Proceedings of the Thirteenth International ISKO Conference 19-22 May 2014, Kraków, Poland. Ed.: Wieslaw Babik
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Normore, L.F.: "Here be dragons" : a wayfinding approach to teaching cataloguing (2012)
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- Abstract
- Teaching cataloguing requires the instructor to make strategic decisions about how to approach the variety and complexity of the field and to provide an adequate theoretical foundation while preparing students for their entry into the world of practice. Accompanying these challenges are the tactical demands of providing this instruction in a distance education environment. Rather than focusing on ways to support learners in catalogue record production, instructors may use a problem solving and decision making approach to instruction. In this paper, a way to conceptualize a decision making approach that builds on a foundation provided by theories of information navigation is described. This approach, which is called "wayfinding", teaches by having students learn to find their way in the sets of rules that are commonly used. The method focuses on instruction about the structural features of rule sets, providing basic definitions of what each of the "places" in the rule sets contain (e.g., "formatting personal names" in Chapter 22 of AACR2R) and about ways to navigate those structures, enabling students to learn not only about common rules but also about less well known cataloguing practices ("dragons"). It provides both pragmatic and pedagogical benefits and helps develop links between cataloguing practices and their theoretical foundations.
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Bundesregierung: Digitale Bildung voranbringen (2016)
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- Date
- 22. 2.2017 17:14:47
