Search (117 results, page 1 of 6)

  • × year_i:[2000 TO 2010}
  • × theme_ss:"Computer Based Training"
  1. Poetzsch, E.; Porschien, J.; Quosig, D.: ¬Das Online-Tutorial als Lehr- und Lernmedium : Modell für die methodisch-didaktische Umsetzung eines Lehrbuches in ein Online-Tutorial (2005) 0.03 
    0.02574907 = product of:
  0.06437267 = sum of:
    0.004767807 = weight(_text_:a in 3415) [ClassicSimilarity], result of:
      0.004767807 = score(doc=3415,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.089176424 = fieldWeight in 3415, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0546875 = fieldNorm(doc=3415)
    0.05960487 = sum of:
      0.015628971 = weight(_text_:information in 3415) [ClassicSimilarity], result of:
        0.015628971 = score(doc=3415,freq=4.0), product of:
          0.08139861 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.046368346 = queryNorm
          0.1920054 = fieldWeight in 3415, product of:
            2.0 = tf(freq=4.0), with freq of:
              4.0 = termFreq=4.0
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.0546875 = fieldNorm(doc=3415)
      0.043975897 = weight(_text_:22 in 3415) [ClassicSimilarity], result of:
        0.043975897 = score(doc=3415,freq=2.0), product of:
          0.16237405 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046368346 = queryNorm
          0.2708308 = fieldWeight in 3415, 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=3415)
  0.4 = coord(2/5)
    Abstract
    In dem Artikel werden Voraussetzungen und methodische Konzepte für die Entwicklung von Online-Tutorials sowie deren praktische Umsetzung beschrieben. Die inhaltliche Basis bilden die Lehrbücher "Information Retrieval" und "Wirtschaftsinformation". Schwerpunkte sind die Auswahl der zur Anwendung kommenden Lehrmethoden, die methodisch-didaktische Aufbereitung der Lehrinhalte sowie die entsprechende gestalterische Realisierung.Die Tutoriallösungen werden an ausgewählten Beispielen demonstriert. Anhand der Beispiele wird verdeutlicht, dass Online-Tutorials als neues Lehrund Lernmedium zum einen den Lehrenden gestatten, Inhalte in erweiterter Form anzubieten und zum anderen den Lernenden umfangreiche Möglichkeiten der Aufnahme und Verarbeitung des Lehrstoffes bieten.
    Date
    22. 5.2005 10:39:09
    Source
    Information - Wissenschaft und Praxis. 56(2005) H.3, S.143-148
    Type
    a
  2. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.02 
    0.023918023 = product of:
  0.05979506 = sum of:
    0.004767807 = weight(_text_:a in 1391) [ClassicSimilarity], result of:
      0.004767807 = score(doc=1391,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.089176424 = fieldWeight in 1391, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1391)
    0.05502725 = sum of:
      0.011051352 = weight(_text_:information in 1391) [ClassicSimilarity], result of:
        0.011051352 = score(doc=1391,freq=2.0), product of:
          0.08139861 = queryWeight, product of:
            1.7554779 = idf(docFreq=20772, maxDocs=44218)
            0.046368346 = 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)
      0.043975897 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
        0.043975897 = score(doc=1391,freq=2.0), product of:
          0.16237405 = queryWeight, product of:
            3.5018296 = idf(docFreq=3622, maxDocs=44218)
            0.046368346 = 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)
  0.4 = coord(2/5)
    Date
    10. 2.2008 14:22:00
    Source
    Information - Wissenschaft und Praxis. 59(2008) H.1, S.32-36
    Type
    a
  3. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.02 
    0.018346803 = product of:
  0.045867007 = sum of:
    0.008173384 = weight(_text_:a in 1512) [ClassicSimilarity], result of:
      0.008173384 = score(doc=1512,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.15287387 = fieldWeight in 1512, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.09375 = fieldNorm(doc=1512)
    0.037693623 = product of:
      0.07538725 = sum of:
        0.07538725 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.07538725 = score(doc=1512,freq=2.0), product of:
            0.16237405 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046368346 = 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)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Date
    11. 8.2002 15:05:22
    Type
    a
  4. Harrer, A.; Lohmann, S.: Potenziale von Tagging als partizipative Methode für Lehrportale und E-Learning-Kurse (2008) 0.01 
    0.011492259 = product of:
  0.028730646 = sum of:
    0.0067426977 = weight(_text_:a in 2889) [ClassicSimilarity], result of:
      0.0067426977 = score(doc=2889,freq=4.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.12611452 = fieldWeight in 2889, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0546875 = fieldNorm(doc=2889)
    0.021987949 = product of:
      0.043975897 = sum of:
        0.043975897 = weight(_text_:22 in 2889) [ClassicSimilarity], result of:
          0.043975897 = score(doc=2889,freq=2.0), product of:
            0.16237405 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046368346 = queryNorm
            0.2708308 = fieldWeight in 2889, 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=2889)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Date
    21. 6.2009 12:22:44
    Type
    a
  5. Franke, F.; Scholle, U.: "Neue Schulungen braucht das Land" : Ergebnisse von zwei Fortbildungsveranstaltungen des Hochschulbibliothekszentrums Nordrhein-Westfalen über die Vermittlung von Informationskompetenz durch DV-basierte Schulungsangebote (2003) 0.01 
    0.010246703 = product of:
  0.025616758 = sum of:
    0.0034055763 = weight(_text_:a in 2019) [ClassicSimilarity], result of:
      0.0034055763 = score(doc=2019,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.06369744 = fieldWeight in 2019, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0390625 = fieldNorm(doc=2019)
    0.022211181 = product of:
      0.044422362 = sum of:
        0.044422362 = weight(_text_:22 in 2019) [ClassicSimilarity], result of:
          0.044422362 = score(doc=2019,freq=4.0), product of:
            0.16237405 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046368346 = queryNorm
            0.27358043 = fieldWeight in 2019, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2019)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    Wie müssen wir virtuelle Rundgänge und Online-Tutorials gestalten, damit sie ihre Zielgruppe auch wirklich erreichen? Worauf müssen wir bei einer guten Präsentation unseres OPACs achten? Was machen wir mit großen Schülergruppen? Diesen Fragen stellten sich insgesamt 22 Bibliothekarinnen und Bibliothekare in Münster und Köln während zweier Fortbildungsveranstaltungen des HBZ im Juni 2003. Ziel der jeweils zweitägigen Workshops, die in Zusammenarbeit mit der Adhoc-Arbeitsgruppe "Informationskompetenz" der AG der Universitätsbibliotheken im VBNW konzipiert wurden, waren Konzepte und erste Schritte zur Umsetzung von elektronischen Angeboten zur Vermittlung von Bibliotheksbzw. Informationskompetenz. Dem voraus ging die konstruktive Bewertung von bereits existierenden Materialien, die zum einen von den Teilnehmern aus ihren Bibliotheken mitgebracht wurden, zum anderen über Bibliotheks-Homepages abrufbar waren. Die Teilnehmer, die in ihren Bibliotheken bereits Benutzerschulungen konzipieren und durchführen, beschäftigten sich dabei in Gruppen u.a. mit den Themen - Virtuelle Rundgänge, - Online-Tutorials - Bibliothekseinführungen für Schüler und Erstsemester - Präsentationen von Online-Katalog und Methoden zur Literatursuche. Im Folgenden werden einige wesentliche und manchmal durchaus kontrovers diskutierte Ergebnisse und Thesen wiedergegeben, die sich aus der Arbeit der Teilnehmer ergeben haben. Sie erheben keinen Anspruch auf Ausgewogenheit oder Vollständigkeit, können aber als Anregungen und Diskussionsgrundlage für zukünftige Projekte dienen.
    Date
    31.12.2003 18:22:26
    Type
    a
  6. kro: Nüchterne Analyse nach dem Internet-Rausch : Buchhandels-Verband (2002) 0.01 
    0.009173402 = product of:
  0.022933504 = sum of:
    0.004086692 = weight(_text_:a in 3109) [ClassicSimilarity], result of:
      0.004086692 = score(doc=3109,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.07643694 = fieldWeight in 3109, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046875 = fieldNorm(doc=3109)
    0.018846812 = product of:
      0.037693623 = sum of:
        0.037693623 = weight(_text_:22 in 3109) [ClassicSimilarity], result of:
          0.037693623 = score(doc=3109,freq=2.0), product of:
            0.16237405 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046368346 = queryNorm
            0.23214069 = fieldWeight in 3109, 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=3109)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Date
    13. 1.2002 18:22:16
    Type
    a
  7. Sacchanand, C.; Jaroenpuntaruk, V.: Development of a web-based self-training package for information retrieval using the distance education approach (2006) 0.01 
    0.008412599 = product of:
  0.021031497 = sum of:
    0.01155891 = weight(_text_:a in 651) [ClassicSimilarity], result of:
      0.01155891 = score(doc=651,freq=4.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.2161963 = fieldWeight in 651, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.09375 = fieldNorm(doc=651)
    0.009472587 = product of:
      0.018945174 = sum of:
        0.018945174 = weight(_text_:information in 651) [ClassicSimilarity], result of:
          0.018945174 = score(doc=651,freq=2.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.23274569 = fieldWeight in 651, 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=651)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Type
    a
  8. Buchanan, L.E.; Luck, D.L.; Jones, T.C.: Integrating information literacy into the virtual university : a course model (2002) 0.01 
    0.008340417 = product of:
  0.020851042 = sum of:
    0.009010308 = weight(_text_:a in 44) [ClassicSimilarity], result of:
      0.009010308 = score(doc=44,freq=14.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.1685276 = fieldWeight in 44, product of:
          3.7416575 = tf(freq=14.0), with freq of:
            14.0 = termFreq=14.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0390625 = fieldNorm(doc=44)
    0.011840734 = product of:
      0.023681467 = sum of:
        0.023681467 = weight(_text_:information in 44) [ClassicSimilarity], result of:
          0.023681467 = score(doc=44,freq=18.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.2909321 = fieldWeight in 44, 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=44)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    The virtual university environment provides librarians with new opportunities to contribute to the educational process. Building on the success of team-teaching a traditional liberal arts core course with composition and communications faculty, librarians and a communications professor worked together to integrate the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) into the online environment. The resulting graduate-level course in multimedia literacy assembled faculty and curriculum resources normally untapped in traditional classrooms. All five information literacy standards covering need, access, evaluation, use and the social, economic, legal, and ethical issues surrounding information use were addressed. Readings and threaded discussions about intellectual property, fair use of copyrighted materials, the evaluation of free and fee-based Web information and Web page design and construction prepared students to work in groups to design and construct Web sites. Students also completed a capstone project in the form of individual Web portfolios, which demonstrated the information and multimedia principles they learned in the class. Assessment of information literacy skills occurred through the analysis of student discussion, evaluative annotations, Web site assignments, perception surveys, and a master's level comprehensive exam question. What was learned in this course will serve as a model for future collaborative partnerships in which faculty and librarians work together to ensure that students who learn from a distance truly master information literacy competencies.
    Footnote
    Beitrag in einem Themenheft: Teaching and assessing information skills in the twenty-first century
  9. Lee, J.; Boling, E.: Information-conveying approaches and cognitive styles of mental modeling in a hypermedia-based learning environment (2008) 0.01 
    0.00826371 = product of:
  0.020659275 = sum of:
    0.01021673 = weight(_text_:a in 1385) [ClassicSimilarity], result of:
      0.01021673 = score(doc=1385,freq=18.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.19109234 = fieldWeight in 1385, product of:
          4.2426405 = tf(freq=18.0), with freq of:
            18.0 = termFreq=18.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0390625 = fieldNorm(doc=1385)
    0.010442546 = product of:
      0.020885091 = sum of:
        0.020885091 = weight(_text_:information in 1385) [ClassicSimilarity], result of:
          0.020885091 = score(doc=1385,freq=14.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.256578 = fieldWeight in 1385, product of:
              3.7416575 = tf(freq=14.0), with freq of:
                14.0 = termFreq=14.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1385)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.
    Source
    Journal of the American Society for Information Science and Technology. 59(2008) no.4, S.644-661
    Type
    a
  10. Herring, S.C.: Computer-mediated communication on the Internet (2002) 0.01 
    0.008234787 = product of:
  0.020586967 = sum of:
    0.009535614 = weight(_text_:a in 5323) [ClassicSimilarity], result of:
      0.009535614 = score(doc=5323,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.17835285 = fieldWeight in 5323, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.109375 = fieldNorm(doc=5323)
    0.011051352 = product of:
      0.022102704 = sum of:
        0.022102704 = weight(_text_:information in 5323) [ClassicSimilarity], result of:
          0.022102704 = score(doc=5323,freq=2.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.27153665 = fieldWeight in 5323, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.109375 = fieldNorm(doc=5323)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Source
    Annual review of information science and technology. 36(2002), S.109-170
    Type
    a
  11. Weisel, L.: Studie zu "Kompetenzen in einer digital geprägten Kultur" in Bonn vorgestellt (2009) 0.01 
    0.008234787 = product of:
  0.020586967 = sum of:
    0.009535614 = weight(_text_:a in 1408) [ClassicSimilarity], result of:
      0.009535614 = score(doc=1408,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.17835285 = fieldWeight in 1408, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.109375 = fieldNorm(doc=1408)
    0.011051352 = product of:
      0.022102704 = sum of:
        0.022102704 = weight(_text_:information in 1408) [ClassicSimilarity], result of:
          0.022102704 = score(doc=1408,freq=2.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.27153665 = fieldWeight in 1408, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.109375 = fieldNorm(doc=1408)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Source
    Information - Wissenschaft und Praxis. 60(2009) H.4, S.243-244
    Type
    a
  12. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.01 
    0.007864855 = product of:
  0.019662138 = sum of:
    0.013347079 = weight(_text_:a in 4356) [ClassicSimilarity], result of:
      0.013347079 = score(doc=4356,freq=48.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.24964198 = fieldWeight in 4356, product of:
          6.928203 = tf(freq=48.0), with freq of:
            48.0 = termFreq=48.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
    0.006315058 = product of:
      0.012630116 = sum of:
        0.012630116 = weight(_text_:information in 4356) [ClassicSimilarity], result of:
          0.012630116 = score(doc=4356,freq=8.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.1551638 = fieldWeight in 4356, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.03125 = fieldNorm(doc=4356)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    K3, work in progress, is an acronym for Kollaboration (collaboration), Kommunikation (communication), and Kompetenz (competence). K3 provides a platform in the context of knowledge management to support collaborative knowledge production in learning environments. The underlying hypothesis states that collaborative discourse conciliates information as well as communication competence in learning contexts. The collaborative, communicative paradigm of K3 is implemented by asynchronous communication tools as a means of constructivist learning methodology. In this paper we will describe a K3 course. The lecture was organized and carried out at two places in two different countries (Germany and Switzerland) with students from different universities in the context of Library and Information Science. The paper informs about the management of the lecture and about the problems we had to run the lecture at two places. The circumstances in coordinating the presentations, the exercises, the examinations and evaluation, and the time schedule are presented. The conclusions of the lecturers and the results of a questionnaire for the students are explained in detail.
    Content
    K3 helps organizing a course with constructivist and instructional elements. It is used to run complex discussions and group work as presenting knowledge in a controlled environment. Besides basic functionalities like acting as a file server to exchange teaching materials and providing asynchronous communication, K3 offers: 1. A sophisticated system of intellectual, semi-automatic and automatic performance parameters as a means of permanent feedback and transparent gratification. 2. A MyK3 version to personalize the system for each user, be it a student or a lecturer. 3. Extended retrieval facilities. 4. A report generator to assemble a single student's or a group's contributions. 5. An elaborated administrator sub-system to enable the lecturers to organize their courses. 6. A visualization component, K3VIS to get a graphical, semistructured overview about a discourse. 7. A role system (moderator, presenter, researcher, and summarizer) to classify the responsibilities of students during a group work. 8. Typed discourse objects to organize and structure a discourse and allow ease of proximate actions, like retrieval and navigation.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
    Type
    a
  13. Blazic, B.J.; Law, E.L.-C.; Arh, T.: ¬An assessment of the usability of an Internet-based education system in a cross-cultural environment : the case of the Interreg Crossborder Program in Central Europe (2007) 0.01 
    0.0076044286 = product of:
  0.019011071 = sum of:
    0.013485395 = weight(_text_:a in 1267) [ClassicSimilarity], result of:
      0.013485395 = score(doc=1267,freq=16.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.25222903 = fieldWeight in 1267, product of:
          4.0 = tf(freq=16.0), with freq of:
            16.0 = termFreq=16.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1267)
    0.005525676 = product of:
      0.011051352 = sum of:
        0.011051352 = weight(_text_:information in 1267) [ClassicSimilarity], result of:
          0.011051352 = score(doc=1267,freq=2.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.13576832 = fieldWeight in 1267, 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=1267)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    In this article, we assess the usability in an Internet-based system for e-learning in a cross-cultural environment. The context of the evaluation and testing was a training program launched with the intention of introducing and promoting a new way of learning about and understanding the emerging technologies in regions with a low educational level and a high unemployment rate. The aim of the study was to assess the usability of the e-learning system with different methods and approaches to get a good assessment of its learnability and applicability in various circumstances.
    Source
    Journal of the American Society for Information Science and Technology. 58(2007) no.1, S.66-75
    Type
    a
  14. Andretta, S.: From prescribed reading to the excitement or the burden of choice : Information literacy: foundation of e-learning (2005) 0.01 
    0.007561039 = product of:
  0.018902598 = sum of:
    0.0066735395 = weight(_text_:a in 4889) [ClassicSimilarity], result of:
      0.0066735395 = score(doc=4889,freq=12.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.12482099 = fieldWeight in 4889, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.03125 = fieldNorm(doc=4889)
    0.012229058 = product of:
      0.024458116 = sum of:
        0.024458116 = weight(_text_:information in 4889) [ClassicSimilarity], result of:
          0.024458116 = score(doc=4889,freq=30.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.3004734 = fieldWeight in 4889, product of:
              5.477226 = tf(freq=30.0), with freq of:
                30.0 = termFreq=30.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.03125 = fieldNorm(doc=4889)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    Purpose - The paper focuses on e-learning from an information literacy perspective and promotes the view that information literacy education needs to play a central role within any e-learning initiative. The main aim of this paper is therefore to present the claim that e-learning must be supported by an information literacy framework to enable an effective interaction between learners, information literacy educators and complex information environments. Design/methodology/approach - Literature-based analysis of the main issues covered. These include: the challenges generated by the proliferation of digital information and the consequent need for information literacy education to counteract the phenomenon of information overload; the comparison of the information literacy approach promoted by Australia and the USA with the ICT-skills approach adopted by the UK. Findings - Examples of information literacy frameworks promoted by the Association of College and Research Libraries and the Australian and New Zealand Institute are used to illustrate the strong association between the "learning-how-to-learn" model, lifelong learning and the global knowledge economy. The UK perspective on e-learning reveals a similar lifelong-learning agenda, although in this case ICT skills, not information literacy, are identified as a priority, even though the effectiveness of lifelong-learning competences depends on the learner's ability to interact with constantly changing information and knowledge structures. Originality/value - The paper promotes the view that a fully-fledged information literacy education, based on nationally recognised standards, must underpin any pedagogical initiative especially in the area of e-learning which requires the learners' active engagement with a wide range of information sources and formats. The paper is therefore relevant to those professionals involved in the development of policy and provision at higher education level.
    Type
    a
  15. Thissen, F.: Merkmale effektiven Lernens : Virtuelle Lehrveranstaltungen - neue Formen des Lehrens und Lernens (2001) 0.01 
    0.007058388 = product of:
  0.01764597 = sum of:
    0.008173384 = weight(_text_:a in 5847) [ClassicSimilarity], result of:
      0.008173384 = score(doc=5847,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.15287387 = fieldWeight in 5847, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.09375 = fieldNorm(doc=5847)
    0.009472587 = product of:
      0.018945174 = sum of:
        0.018945174 = weight(_text_:information in 5847) [ClassicSimilarity], result of:
          0.018945174 = score(doc=5847,freq=2.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.23274569 = fieldWeight in 5847, 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=5847)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Theme
    Information
    Type
    a
  16. Bussmann, I.: ¬Die Bibliothek als Atelier des innvoativen Lernens (2001) 0.01 
    0.007058388 = product of:
  0.01764597 = sum of:
    0.008173384 = weight(_text_:a in 5848) [ClassicSimilarity], result of:
      0.008173384 = score(doc=5848,freq=2.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.15287387 = fieldWeight in 5848, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.09375 = fieldNorm(doc=5848)
    0.009472587 = product of:
      0.018945174 = sum of:
        0.018945174 = weight(_text_:information in 5848) [ClassicSimilarity], result of:
          0.018945174 = score(doc=5848,freq=2.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.23274569 = fieldWeight in 5848, 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=5848)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Theme
    Information
    Type
    a
  17. Hider, P.: Developing courseware for cataloguing (2000) 0.01 
    0.0069366493 = product of:
  0.017341623 = sum of:
    0.009138121 = weight(_text_:a in 2278) [ClassicSimilarity], result of:
      0.009138121 = score(doc=2278,freq=10.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.1709182 = fieldWeight in 2278, product of:
          3.1622777 = tf(freq=10.0), with freq of:
            10.0 = termFreq=10.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046875 = fieldNorm(doc=2278)
    0.008203502 = product of:
      0.016407004 = sum of:
        0.016407004 = weight(_text_:information in 2278) [ClassicSimilarity], result of:
          0.016407004 = score(doc=2278,freq=6.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.20156369 = fieldWeight in 2278, 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=2278)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    This article describes the development and application of the Cat with Moose courseware in the cataloging curricula at Temasek Polytechnic, Singapore, which offers diploma-level, paraprofessional training in library and information service (LIS). The aim of Cat with Mouse is to provide students with practice in cataloging a range of materials, both print and nonprint, in an online environment. The courseware checks the entries as students progress through the record template and allows them to simultaneously consult windows containing the relevant sources of information. The product is designed to be used as a revision tool and is accessible to students through the Internet. The development team revised a prototype version after feedback was collected by means of a questionnaire. Most students found the courseware useful and that it made revision easier. It is argued that, as an assessment tool, Cat with Mouse is also reliable and valid, and that the distinctive benefits the courseware offers has made the investment in the project worthwhile.
    Source
    Journal of education for library and information science. 41(2000) no.3, S.187-196
    Type
    a
  18. ¬The digital university : building a learning community (2002) 0.01 
    0.006913379 = product of:
  0.017283447 = sum of:
    0.0047189053 = weight(_text_:a in 1782) [ClassicSimilarity], result of:
      0.0047189053 = score(doc=1782,freq=6.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.088261776 = fieldWeight in 1782, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.03125 = fieldNorm(doc=1782)
    0.012564542 = product of:
      0.025129084 = sum of:
        0.025129084 = weight(_text_:22 in 1782) [ClassicSimilarity], result of:
          0.025129084 = score(doc=1782,freq=2.0), product of:
            0.16237405 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046368346 = 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)
  0.4 = coord(2/5)
    Abstract
    University education continues to be revolutionized by the use of Web-based teaching and learning systems. Following on from "The Digital University: Reinventing the Academy", this book provides a fully up-to-date and practical guide to using and implementing this important technology. Looking specifically at asynchronous collaboration, it covers:- policies- management of collaboration- distance learning- support for authoring- course design- educational metadata schemaand will be an essential buy for managers, lecturers, administrators, department heads and researchers.It includes a foreword by Ben Shneiderman, Director of the HCI Laboratory at the University of Maryland, USA.
    Date
    22. 3.2008 14:43:03
  19. Melucci, M.: Making digital libraries effective : automatic generation of links for similarity search across hyper-textbooks (2004) 0.01 
    0.0066833766 = product of:
  0.016708441 = sum of:
    0.0100103095 = weight(_text_:a in 2226) [ClassicSimilarity], result of:
      0.0100103095 = score(doc=2226,freq=12.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.18723148 = fieldWeight in 2226, product of:
          3.4641016 = tf(freq=12.0), with freq of:
            12.0 = termFreq=12.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046875 = fieldNorm(doc=2226)
    0.0066981306 = product of:
      0.013396261 = sum of:
        0.013396261 = weight(_text_:information in 2226) [ClassicSimilarity], result of:
          0.013396261 = score(doc=2226,freq=4.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = queryNorm
            0.16457605 = fieldWeight in 2226, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046875 = fieldNorm(doc=2226)
      0.5 = coord(1/2)
  0.4 = coord(2/5)
    Abstract
    Textbooks are more available in electronic format now than in the past. Because textbooks are typically large, the end user needs effective tools to rapidly access information encapsulated in textbooks stored in digital libraries. Statistical similarity-based links among hypertextbooks are a means to provide those tools. In this paper, the design and the implementation of a tool that generates networks of links within and across hypertextbooks through a completely automatic and unsupervised procedure is described. The design is based an statistical techniques. The overall methodology is presented together with the results of a case study reached through a working prototype that shows that connecting hyper-textbooks is an efficient way to provide an effective retrieval capability.
    Source
    Journal of the American Society for Information Science and technology. 55(2004) no.5, S.414-430
    Type
    a
  20. Montague, R.-A.: Web-based Information Science Education (WISE) : an inter-institutional collaboration to promote quality e-learning (2005) 0.01 
    0.0066203782 = product of:
  0.016550945 = sum of:
    0.007078358 = weight(_text_:a in 4354) [ClassicSimilarity], result of:
      0.007078358 = score(doc=4354,freq=6.0), product of:
        0.053464882 = queryWeight, product of:
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046368346 = queryNorm
        0.13239266 = fieldWeight in 4354, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          1.153047 = idf(docFreq=37942, maxDocs=44218)
          0.046875 = fieldNorm(doc=4354)
    0.009472587 = product of:
      0.018945174 = sum of:
        0.018945174 = weight(_text_:information in 4354) [ClassicSimilarity], result of:
          0.018945174 = score(doc=4354,freq=8.0), product of:
            0.08139861 = queryWeight, product of:
              1.7554779 = idf(docFreq=20772, maxDocs=44218)
              0.046368346 = 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)
  0.4 = coord(2/5)
    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.
    Footnote
    Vortrag, World Library and Information Congress: 71th IFLA General Conference and Council "Libraries - A voyage of discovery", August 14th - 18th 2005, Oslo, Norway.
    Type
    a

Authors

Languages

  • d 62
  • e 55

Types

  • a 99
  • m 14
  • s 8
  • x 4
  • el 2
  • b 1
  • More… Less…

Themes

Subjects

Classifications