-
Caruso, E.: Computer aids to learning online retrieval (1981)
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-
Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007)
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- Abstract
- Mit dem Stichwort E-Learning wird ein breites Spektrum von Lehr- und Lernformen bezeichnet, die in der einen oder anderen Weise durch Rechner unterstützt werden. In vielen dieser Formen spielt der Austausch zwischen den Beteiligten eine wichtige Rolle. Daher werden E-Learning-Umgebungen häufig mit Kommunikationskomponenten wie Chats oder Foren versehen. Neben diesen Kommunikationswegen steht den Studierenden im Allgemeinen noch eine Vielzahl anderer Kommunikationsmittel zur Verfügung. In einer Befragung an der Hochschule Darmstadt (ehemals Fachhochschule) wurde untersucht, welche Kommunikationswege von den Teilnehmern und Teilnehmerinnen eines E-Learning-Kurses genutzt und bevorzugt werden. Ausgangspunkt war dabei die Beobachtung, dass die von der Lernplattform angebotenen Kommunikationsmittel im Vergleich mit anderen Kommunikationswegen nur wenig genutzt wurden. Die Ergebnisse zeigen, dass alle zehn untersuchten Kommunikationswege (vom persönlichen Gespräch über EMail oder Voice-over-IP bis zu den Kommunikationsmitteln der Lernumgebung) für den Austausch zur Online-Lehrveranstaltung genutzt wurden. Die Intensität der Nutzung variierte allerdings stark: So gaben über 90 Prozent der Befragten an, sich durch direkte Gespräche oder E-Mails ausgetauscht zu haben, wogegen nur ca. zehn Prozent die Kommunikationsmittel der E-Learning-Plattform verwendeten. Der Hauptanteil der Kommunikation fand also nicht über die von der Lernplattform angebotenen Werkzeuge statt. Die Studierenden bevorzugten die Kommunikationswege, die sie auch sonst im Alltag benutzen.
-
Hawkins, D.T.: Web-based training for online retrieval : some examples (1997)
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- Abstract
- Describes the efforts of Knight-Ridder Information (KRI) and Dun & Bradstreet (D&B) to provide Web based training systems. The KRI tutorial covers the DIALOG Web service, describes the technology, the tutorial and evaluates its usefulness. D&B's web based training trains users on its online system. It is more advanced than the KRI tutorial. Describes its training modules, and its testing of methods and technologies. The University of Texas as Austin has developed 2 tutorials on searching for patents and trademarks
- Source
- Online. 21(1997) no.5, S.73-75
-
Byers, D.F.; Wilson, L.: ¬The Web as a teaching tool (1996)
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- Abstract
- WWW homepages can be used as an online teaching tool. The course homepage at the University of Cincinnati College and Engineering Library includes an assignment which step-by-step took students through the tasks of looking up books, journal articles and web sites to do their own retrieval in a variety of electronic systems
- Source
- Proceedings of the 17th National Online Meeting 1996, New York, 14-16 May 1996. Ed.: M.E. Williams
-
Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998)
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- Abstract
- Web technologies may radically alter the way in which we learn and the business model of corporate and professional training. Examines issues relating to the design and delivery of online learning
- Date
- 1. 8.1996 22:08:06
-
Kölle, R.; Langemeier, G.; Womser-Hacker, C.: Kollaboratives Lernen in virtuellen Teams am Beispiel der Java-Programmierung (2008)
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- Abstract
- Komplexe Aufgaben und Probleme werden heute üblicherweise im Team bearbeitet und gelöst. Das gilt insbesondere für Softwareprojekte, denn die Entwicklung komplexer Softwaresysteme findet heutzutage meistens arbeitsteilig in - zunehmend räumlich verteilten - Teams statt. Vor diesem Hintergrund wird zum einen ein rollenbasiertes Konzept vorgestellt, das virtuellen Lernteams bei der Zusammenarbeit einen virtuellen Tutor zur Seite stellt, der dem Team im Rahmen von Rollendefiziten adaptierte Hilfestellung bietet und so die Lerneffektivität unterstützt. Zum anderen wird gezeigt, wie das Zusammenspiel zweier spezialisierter Systeme (VitaminL und K3) im Kontext des Blended Learning echte Mehrwerte in E-Learning-Szenarien bringen kann. Die in Benutzertests und einer Lehrveranstaltung ermittelten Evaluierungsergebnisse lassen auf die Tragfähigkeit des rollenbasierten, tutoriellen Konzepts schließen und decken gleichzeitig großes Weiterentwicklungpotenzial auf.
-
Semar, W.: Leistungsvisualisierung im kollaborativen E-Learning mit Hilfe spezieller Kennzahlen (2008)
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- Abstract
- Der bisherige Einsatz elektronischer Kommunikationsforen in der Lehre hat gezeigt, dass die Motivation zur Teilnahme an kollaborativen Prozessen erst geweckt bzw. verstärkt werden muss. Aus diesem Grund wurde im K3-System ein Gratifikationssystem implementiert, das einerseits Anreize zur aktiven Teilnahme schafft und andererseits bestimmte Schlüsselkompetenzen (hier Informations-, Kommunikations- und Teamkompetenz) bei den Teilnehmern entwickelt und verbessert. Im kollaborativen Wissensmanagementsystem K3 wird dies im Wesentlichen dadurch erreicht, dass die Akteure direktes und indirektes Feedback über die von ihnen erbrachten Leistungen erhalten. Ein Alleinstellungsmerkmal des K3-Gratifikationssystems ist die Feedbackgestaltung mit Hilfe der Visualisierung bestimmter Leistungsmerkmale der teilnehmenden Akteure. In diesem Beitrag wird zunächst ganz allgemein beschrieben, wie das K3-Gratifikationssystem in den kollaborativen Prozess eingebunden ist. Aufbauend auf der Entwicklung spezieller Kennzahlen zur Leistungsbeschreibung der teilnehmenden Akteure wird der Schwerpunkt auf die Darstellung verschiedener Visualisierungsformen dieser Leistungskennzahlen gelegt.
-
Chianese, A.; Cantone, F.; Caropreso, M.; Moscato, V.: ARCHAEOLOGY 2.0 : Cultural E-Learning tools and distributed repositories supported by SEMANTICA, a System for Learning Object Retrieval and Adaptive Courseware Generation for e-learning environments. (2010)
0.02
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- Abstract
- The focus of the present research has been the development and the application to Virtual Archaeology of a Web-Based framework for Learning Objects indexing and retrieval. The paper presents the main outcomes of a experimentation carried out by an interdisciplinary group of Federico II University of Naples. Our equipe is composed by researchers both in ICT and in Humanities disciplines, in particular in the domain of Virtual Archaeology and Cultural Heritage Informatics in order to develop specific ICT methodological approaches to Virtual Archaeology. The methodological background is the progressive diffusion of Web 2.0 technologies and the attempt to analyze their impact and perspectives in the Cultural Heritage field. In particular, we approached the specific requirements of the so called Learning 2.0, and the possibility to improve the automation of modular courseware generation in Virtual Archaeology Didactics. The developed framework was called SEMANTICA, and it was applied to Virtual Archaeology Domain Ontologies in order to generate a didactic course in a semi-automated way. The main results of this test and the first students feedback on the course fruition will be presented and discussed..
- Source
- Wissensspeicher in digitalen Räumen: Nachhaltigkeit - Verfügbarkeit - semantische Interoperabilität. Proceedings der 11. Tagung der Deutschen Sektion der Internationalen Gesellschaft für Wissensorganisation, Konstanz, 20. bis 22. Februar 2008. Hrsg.: J. Sieglerschmidt u. H.P.Ohly
-
Kurzidim, M.: ¬['¬hevi on waier] : Sprachtrainer auf CD-ROM (1996)
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- Abstract
- Fremdsprachen beschleunigen den beruflichen Aufstieg, erleichtern im Urlaub die Kommunikation mit der einheimischen Bevölkerung erheblich und machen oft einfach nur Spaß. Multimediale Computertrainer zwischen 50,- und 1500,- Mark versprechen den schnellen Weg zum Erfolg
-
Liu, X.; Jia, H.: Answering academic questions for education by recommending cyberlearning resources (2013)
0.01
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- Abstract
- In this study, we design an innovative method for answering students' or scholars' academic questions (for a specific scientific publication) by automatically recommending e-learning resources in a cyber-infrastructure-enabled learning environment to enhance the learning experiences of students and scholars. By using information retrieval and metasearch methodologies, different types of referential metadata (related Wikipedia pages, data sets, source code, video lectures, presentation slides, and online tutorials) for an assortment of publications and scientific topics will be automatically retrieved, associated, and ranked (via the language model and the inference network model) to provide easily understandable cyberlearning resources to answer students' questions. We also designed an experimental system to automatically answer students' questions for a specific academic publication and then evaluated the quality of the answers (the recommended resources) using mean reciprocal rank and normalized discounted cumulative gain. After examining preliminary evaluation results and student feedback, we found that cyberlearning resources can provide high-quality and straightforward answers for students' and scholars' questions concerning the content of academic publications.
-
Cognition, education and multimedia : exploring ideas in high technology (1990)
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- Classification
- DP 2600 Pädagogik / Didaktik und Methodik des Unterrichts / Medien im Unterricht / Computer / Allgemeines und Deutschland (SWB)
- RVK
- DP 2600 Pädagogik / Didaktik und Methodik des Unterrichts / Medien im Unterricht / Computer / Allgemeines und Deutschland (SWB)
-
Reimann, P.; Schult, T.J.: Schneller schlau : Bildung im Multimedia-Zeitalter (1996)
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-
Meng, M.: ¬A conceptual framework for online education programs (1993)
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- Abstract
- Stresses the differences between library user training programmes designed for paper besed systems and those for online databases, such as online catalogues. Clarifies 2 aspects of databases, the structure and the access method, and discusses the pitfalls of making analogies to print materials. Searches involving print materials are dominated by linear or sequential patterns, while online searches are dominated by spatial or juxtapositional patterns
- Source
- Proceedings of the 14th National Online Meeting 1993, New York, 4-6 May 1993. Ed.: M.E. Williams
-
Tu, C.-H.: Online collaborative learning communities : twenty-one designs to building an online collaborative learning community (2004)
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- Abstract
- Provides 21 effective designs with guidelines, strategies, examples, and tips to assist readers in designing their own Online Collaborative Learning Community.
-
Wood, A.D.G.: Instructional technology in the business environment (1995)
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- Source
- Multimedia today. 3(1995) no.1, S.18-22
-
Griesbaum, J.: Curriculare Integration und didaktisches Design netzbasierter kooperativer Lernszenarien : Ansätze und Ergebnisse im K3-Projekt (2008)
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Catherall, P.: Delivering e-learning for information services in higher education (2004)
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- Abstract
- This book provides a comprehensive overview of e-learning (online learning) systems in the context of system delivery for Higher Education Information Services. The book considers practical issues in choosing a virtual learning environment and discusses a range of issues in implementing, managing and maintaining the service for users. In particular, the issue of accessibility and usability is discussed in the context of recent legislation.
- Content
- Key Features - Jargon-free and aimed at information professionals with Sole/mixed responsibilities - Identifies leading systems, disussing strenghts and weaknesses - Draws examples from current practice in Higher Education - Discusses management and implementation aspects Contents What is online learning What resources are required to provide online learning What systems are available, what are their features What are the support issues in delivering online learning - staff and student support challenges; trends in distance learning and part time study; emergence of ubiquitous student-tutor-system relationship; use of automatic and human support systems; role of support staff and academic tutors in system support; benefits of online vs. hardcopy support documentation How can online learning be made accessible and usable - influence of legislative and Standard-making bodies in accessibility and usability issues, e.g.: Euroaccessibility, W3C (Word Wide Web Consortium); other international guidelines, e.g.: Bobby; access issues in conventional web browsers; overview of accessible web browsers; methods for testing online learning systems for accessibility and usability; suggestions for user feedback; comparison of accessibility across online learning systems How should online learning systems be managed - online course creation; user account creation; Single-signon vs. independent systems; use of templates and global content for generic library resources; considerations for organisation of academic content; security and abuse issues; elearning policy and procedures; role of academic and other staff in supporting online learning; use of elearning Champions or coordinators; procedures for user induction and registration an online courses; models for user support. How should online learning be monitored and quality assured
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Warner, E.R.; Hamlin, M.D.; Frisby, A.; Braster, C.; Lezotte, S.: World Wide Web tutorials for teaching online searching in distance and individual-learning environments (1997)
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- Source
- Proceedings of the 18th National Online Meeting 1997, New York, 13.-15.5.1997. Ed.: M.E. Williams
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Rieber, L.P.; Boyce, M.J.; Assad, C.: ¬The effects of computer animation on adult learning and retrieval tasks (1990)
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Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995)
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- Date
- 27. 1.1996 18:22:06
