Search (31 results, page 1 of 2)

  • × theme_ss:"Computer Based Training"
  • × year_i:[2000 TO 2010}
  1. Ghosh, S.B.: ¬A new paradigm of education system for reaching the unreached through open and distance education with special reference to the Indian initiative (2006) 0.06 
    0.05975079 = product of:
  0.09958465 = sum of:
    0.04841807 = weight(_text_:context in 1509) [ClassicSimilarity], result of:
      0.04841807 = score(doc=1509,freq=2.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.27475408 = fieldWeight in 1509, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.046875 = fieldNorm(doc=1509)
    0.03954072 = weight(_text_:system in 1509) [ClassicSimilarity], result of:
      0.03954072 = score(doc=1509,freq=4.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.29527056 = fieldWeight in 1509, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.046875 = fieldNorm(doc=1509)
    0.011625858 = product of:
      0.034877572 = sum of:
        0.034877572 = weight(_text_:29 in 1509) [ClassicSimilarity], result of:
          0.034877572 = score(doc=1509,freq=2.0), product of:
            0.14956595 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.04251826 = queryNorm
            0.23319192 = fieldWeight in 1509, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=1509)
      0.33333334 = coord(1/3)
  0.6 = coord(3/5)
    Abstract
    In the process of transition towards Knowledge Society, development of educated citizens is of prime concern Ihr all nations of the world, The problem becomes acute for those with sizeable population with diversified culture, background and economic condition. Methodologies for provision of education are undergoing a sea change and are in a transitory phase of development with technology acting as an agent for change. It is in this context that a new method of education - Open and Distance Education (ODE) plays a vital role. The various methods followed in ODE system and the initiatives taken in India are discussed here, with particular reference to the role of the Indira Gandhi National Open University (IGNOU).
    Date
    29. 2.2008 18:03:09
  2. 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) 0.05 
    0.045194507 = product of:
  0.11298627 = sum of:
    0.05648775 = weight(_text_:context in 1267) [ClassicSimilarity], result of:
      0.05648775 = score(doc=1267,freq=2.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.32054642 = fieldWeight in 1267, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1267)
    0.056498513 = weight(_text_:system in 1267) [ClassicSimilarity], result of:
      0.056498513 = score(doc=1267,freq=6.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.42190298 = fieldWeight in 1267, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1267)
  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.
  3. Griesbaum, J.; Rittberger, M.: ¬A collaborative lecture in information retrieval for students at universities in Germany and Switzerland (2005) 0.03 
    0.033171337 = product of:
  0.082928345 = sum of:
    0.045648996 = weight(_text_:context in 4356) [ClassicSimilarity], result of:
      0.045648996 = score(doc=4356,freq=4.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.25904062 = fieldWeight in 4356, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
    0.03727935 = weight(_text_:system in 4356) [ClassicSimilarity], result of:
      0.03727935 = score(doc=4356,freq=8.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.27838376 = fieldWeight in 4356, product of:
          2.828427 = tf(freq=8.0), with freq of:
            8.0 = termFreq=8.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.03125 = fieldNorm(doc=4356)
  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.
  4. Catherall, P.: Delivering e-learning for information services in higher education (2004) 0.03 
    0.031173546 = product of:
  0.07793386 = sum of:
    0.045648996 = weight(_text_:context in 4495) [ClassicSimilarity], result of:
      0.045648996 = score(doc=4495,freq=4.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.25904062 = fieldWeight in 4495, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.03125 = fieldNorm(doc=4495)
    0.032284863 = weight(_text_:system in 4495) [ClassicSimilarity], result of:
      0.032284863 = score(doc=4495,freq=6.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.24108742 = fieldWeight in 4495, product of:
          2.4494898 = tf(freq=6.0), with freq of:
            6.0 = termFreq=6.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.03125 = fieldNorm(doc=4495)
  0.4 = coord(2/5)
    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
  5. Jiang, T.: Architektur und Anwendungen des kollaborativen Lernsystems K3 (2008) 0.02 
    0.023828931 = product of:
  0.059572328 = sum of:
    0.04613084 = weight(_text_:system in 1391) [ClassicSimilarity], result of:
      0.04613084 = score(doc=1391,freq=4.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.34448233 = fieldWeight in 1391, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.0546875 = fieldNorm(doc=1391)
    0.013441487 = product of:
      0.04032446 = sum of:
        0.04032446 = weight(_text_:22 in 1391) [ClassicSimilarity], result of:
          0.04032446 = score(doc=1391,freq=2.0), product of:
            0.1488917 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04251826 = 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)
      0.33333334 = coord(1/3)
  0.4 = coord(2/5)
    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
  6. Williams, P.; Nicholas, D.; Gunter, B.: E-learning: what the literature tells us about distance education : an overview (2005) 0.02 
    0.020367354 = product of:
  0.050918385 = sum of:
    0.032278713 = weight(_text_:context in 662) [ClassicSimilarity], result of:
      0.032278713 = score(doc=662,freq=2.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.18316938 = fieldWeight in 662, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.03125 = fieldNorm(doc=662)
    0.018639674 = weight(_text_:system in 662) [ClassicSimilarity], result of:
      0.018639674 = score(doc=662,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.13919188 = fieldWeight in 662, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.03125 = fieldNorm(doc=662)
  0.4 = coord(2/5)
    Abstract
    Purpose - The CIBER group at University College London are currently evaluating a distance education initiative funded by the Department of Health, providing in-service training to NHS staff via DiTV and satellite to PC systems. This paper aims to provide the context for the project by outlining a short history of distance education, describing the media used in providing remote education, and to review research literature on achievement, attitude, barriers to learning and learner characteristics. Design/methodology/approach - Literature review, with particular, although not exclusive, emphasis on health. Findings - The literature shows little difference in achievement between distance and traditional learners, although using a variety of media, both to deliver pedagogic material and to facilitate communication, does seem to enhance learning. Similarly, attitudinal studies appear to show that the greater number of channels offered, the more positive students are about their experiences. With regard to barriers to completing courses, the main problems appear to be family or work obligations. Research limitations/implications - The research work this review seeks to consider is examining "on-demand" showing of filmed lectures via a DiTV system. The literature on DiTV applications research, however, is dominated by studies of simultaneous viewing by on-site and remote students, rather than "on-demand". Practical implications - Current research being carried out by the authors should enhance the findings accrued by the literature, by exploring the impact of "on-demand" video material, delivered by DiTV - something no previous research appears to have examined. Originality/value - Discusses different electronic systems and their exploitation for distance education, and cross-references these with several aspects evaluated in the literature: achievement, attitude, barriers to take-up or success, to provide a holistic picture hitherto missing from the literature.
  7. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.02 
    0.018517707 = product of:
  0.09258853 = sum of:
    0.09258853 = product of:
      0.13888279 = sum of:
        0.069755144 = weight(_text_:29 in 1512) [ClassicSimilarity], result of:
          0.069755144 = score(doc=1512,freq=2.0), product of:
            0.14956595 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.04251826 = queryNorm
            0.46638384 = fieldWeight in 1512, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.09375 = fieldNorm(doc=1512)
        0.06912764 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.06912764 = score(doc=1512,freq=2.0), product of:
            0.1488917 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04251826 = 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)
      0.6666667 = coord(2/3)
  0.2 = coord(1/5)
    Date
    29. 1.1997 18:49:05
    11. 8.2002 15:05:22
  8. Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006) 0.02 
    0.015834149 = product of:
  0.03958537 = sum of:
    0.027959513 = weight(_text_:system in 5266) [ClassicSimilarity], result of:
      0.027959513 = score(doc=5266,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.20878783 = fieldWeight in 5266, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.046875 = fieldNorm(doc=5266)
    0.011625858 = product of:
      0.034877572 = sum of:
        0.034877572 = weight(_text_:29 in 5266) [ClassicSimilarity], result of:
          0.034877572 = score(doc=5266,freq=2.0), product of:
            0.14956595 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.04251826 = queryNorm
            0.23319192 = fieldWeight in 5266, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5266)
      0.33333334 = coord(1/3)
  0.4 = coord(2/5)
    Abstract
    The article provides an in-depth analysis of previous literature that led to the understanding of the four interactive components of e learning and how we can utilize these components to maximize the positive and minimize the negative results of e learning. The four interactive dimensions of e learning are the following three originally described in Moore's editorial ([1989]): (1) interaction with the content, (2) interaction with the instructor, (3) interaction with the students, and an additional new fourth dimension, interaction with the system, which considered all of the new computer technology since his article. In our viewpoint we will highlight the impact that this fourth technological interactive dimension has on the results of e learning. The question then is not to e or not to e, since e learning is already an essential factor of our contemporary learning environment. The question is how to e, based on the understanding of the four interactive components of e learning, and the understanding that these four types of interactions are different from the ones we are accustomed to in the traditional learning environment.
    Date
    21. 7.2006 20:28:29
  9. Robinson, L.; Bawden, D.: Distance learning and LIS professional development (2002) 0.01 
    0.0129114855 = product of:
  0.064557426 = sum of:
    0.064557426 = weight(_text_:context in 691) [ClassicSimilarity], result of:
      0.064557426 = score(doc=691,freq=2.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.36633876 = fieldWeight in 691, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.0625 = fieldNorm(doc=691)
  0.2 = coord(1/5)
    Abstract
    The nature of distance learning in general, and for the specific case of LIS professional development, is reviewed in the context of wider changes in the learning environment. This leads to an analysis of the kind of materials and activities which may be required to support this form of education, and to proposals for categories of activities, which are to be tested in a part distance learning multinational LIS summer school.
  10. Praetsch, I.: ¬Die Bereitstellung von digitalen Lehrmaterialien im Content Management System des Fachbereiches Informationswissenschaften an der Fachhochschule Potsdam exemplarisch an der Lehrveranstaltung 'Internet- und Webtechnologie' (2004) 0.01 
    0.011183805 = product of:
  0.055919025 = sum of:
    0.055919025 = weight(_text_:system in 4634) [ClassicSimilarity], result of:
      0.055919025 = score(doc=4634,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.41757566 = fieldWeight in 4634, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.09375 = fieldNorm(doc=4634)
  0.2 = coord(1/5)
  11. Luor, T.; Johanson, R.E.; Lu, H.-P.; Wu, L.-l.: Trends and lacunae for future computer assisted learning (CAL) research : an assessment of the literature in SSCI journals from 1998-2006 (2008) 0.01 
    0.0107641 = product of:
  0.0538205 = sum of:
    0.0538205 = weight(_text_:index in 1879) [ClassicSimilarity], result of:
      0.0538205 = score(doc=1879,freq=2.0), product of:
        0.18579477 = queryWeight, product of:
          4.369764 = idf(docFreq=1520, maxDocs=44218)
          0.04251826 = queryNorm
        0.28967714 = fieldWeight in 1879, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.369764 = idf(docFreq=1520, maxDocs=44218)
          0.046875 = fieldNorm(doc=1879)
  0.2 = coord(1/5)
    Abstract
    This study surveyed 536 CAL publications in 71 SSCI (Social Science Citation Index) journals from 1998 to February 2006 to identify trends and lacunae for future research. The parameters and keywords employed by the authors are first presented, followed by a description of the study's general findings. A comparison is then drawn between CAL and recent depictions of the blogosphere, for the majority of the contributors to the field produced only a few articles and authors of individual publications demonstrated a far greater collective influence on the field than the more frequently-cited authors. Results also revealed that the amount of articles pertaining to the aged, disabled children, and home schooling were significantly lower than those relating to school student's learning. This study offers an interesting snapshot of a field that is apparently on the rise; moreover, it raises some issues to be addressed in further research on CAL-related topics.
  12. Johnson, A.M.; Ruppert, S.: ¬An evaluation of accessibility in online learning management systems (2002) 0.01 
    0.007908144 = product of:
  0.03954072 = sum of:
    0.03954072 = weight(_text_:system in 4786) [ClassicSimilarity], result of:
      0.03954072 = score(doc=4786,freq=4.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.29527056 = fieldWeight in 4786, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.046875 = fieldNorm(doc=4786)
  0.2 = coord(1/5)
    Abstract
    Millions of computer users in the USA have a disability making it difficult to use the Web. The University of Wisconsin System recently required that all System Web pages meet Priority 1 accessibility guidelines as set by the World Wide Web Consortium's Web Accessibility Initiative (W3C/WAI). Class materials available in online learning management systems should also be accessible to students with disabilities. Four systems, Blackboard 4 and 5, Prometheus 3, and WebCT 3, were assessed against theW3C/WAI guidelines for a numerical statistic of accessibility. Practical accessibility was tested with Lynx, IBM Homepage Reader, and JAWS. Validation was performed with A-Prompt and the W3C/WAI checklist.
  13. Henze, N.; Nejdl, W.: ¬A logical characterization of adaptive educational hypermedia (2004) 0.01 
    0.006523886 = product of:
  0.03261943 = sum of:
    0.03261943 = weight(_text_:system in 5711) [ClassicSimilarity], result of:
      0.03261943 = score(doc=5711,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.2435858 = fieldWeight in 5711, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.0546875 = fieldNorm(doc=5711)
  0.2 = coord(1/5)
    Abstract
    Currently, adaptive educational hypermedia systems (AEHSs) are described using nonuniform methods, depending on the specific view of the system, the application, or other parameters. There is no common language for expressing the functionality of AEHSs, hence these systems are difficult to compare and analyze. In this paper we investigate how a logical description can be employed to characterize adaptive educational hypermedia. We propose a definition of AEHSs based on first-order logic, characterize some AEHSs resulting from this formalism, and discuss the applicability of this approach.
  14. Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004) 0.01 
    0.0064557428 = product of:
  0.032278713 = sum of:
    0.032278713 = weight(_text_:context in 3729) [ClassicSimilarity], result of:
      0.032278713 = score(doc=3729,freq=2.0), product of:
        0.17622331 = queryWeight, product of:
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.04251826 = queryNorm
        0.18316938 = fieldWeight in 3729, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          4.14465 = idf(docFreq=1904, maxDocs=44218)
          0.03125 = fieldNorm(doc=3729)
  0.2 = coord(1/5)
    Content
    Key Features - Examines the wealth of electronic library resources and the development of e-learning/online learning - Considers the role of the librarian in supporting e-learning/online learning - Provides practical examples for librarians The book is aimed at library managers, electronic resource librarians/ managers, and learner support librarians/managers. Contents The changing information environment - proliferation of electronic resources, grovvth of Internet based subscription sources/electronic journals/ full text services vs bibliographic tools Learning in the digital age - definitions: e-learning, learning technology etc., background/history of e-learning initiatives: higher education and the commercial context, developments in e-learning in higher and further education: growth of managed learning environments/virtual learning environments, common features of commercial software products, distance learning vs on-campus The changing role of the information professional - new rotes: increased need for learner support, importance of information skills training, new skills: web design, managing electronic resources, knowledge of licensing and Copyright issues, information skills within the virtual learning environment Practical problems/linking up systems - authentication/passvvords, linking library catalogues to virtual learning environments, linking e-journals to virtual learning environments, linking Internet resources, importance of customising resources, meta-data/XML Copyright and the licensing of digital resources - text - born digital versus print - digital, the Copyright dearance process, digitisation services, multimedia resources, license agreements Tips for success and conclusions (a librarian's guide to tips for success when becoming involved in these types of initiatives) - designing systems to meet user requirements, collaborating with other support staff Case studies
  15. Scalise, K.; Bernbaum, D.J.; Timms, M.; Harrell, S.V.; Burmester, K.; Kennedy, C.A.; Wilson, M.: Adaptive technology for e-learning : principles and case studies of an emerging field (2007) 0.01 
    0.0055919024 = product of:
  0.027959513 = sum of:
    0.027959513 = weight(_text_:system in 1323) [ClassicSimilarity], result of:
      0.027959513 = score(doc=1323,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.20878783 = fieldWeight in 1323, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.046875 = fieldNorm(doc=1323)
  0.2 = coord(1/5)
    Abstract
    This article discusses the rapidly emerging field of computer-based assessment for adaptive content in e-learning (National Research Council, 2001), which we call differentiated e-learning. In e-learning products, a variety of assessment approaches are being used for such diverse purposes as adaptive delivery of content, individualizing learning materials, dynamic feedback, cognitive diagnosis, score reporting, and course placement (Gifford, 2001). A recent paper at the General Teaching Council Conference in London, England, on teaching, learning, and accountability described assessment for personalized learning through e-learning products as a quiet revolution taking place in education (Hopkins, 2004). In our study, we examine approaches for the use of assessment evidence in e-learning in four case studies. The products in the case studies were selected for exhibiting at least one exemplary aspect regarding assessment and measurement. The principles of the Berkeley Evaluation & Assessment Research Center Assessment System (Wilson & Sloane, 2000) are used as a framework of analysis for these products with respect to key measurement principles.
  16. Semar, W.: Leistungsvisualisierung im kollaborativen E-Learning mit Hilfe spezieller Kennzahlen (2008) 0.01 
    0.0055919024 = product of:
  0.027959513 = sum of:
    0.027959513 = weight(_text_:system in 1381) [ClassicSimilarity], result of:
      0.027959513 = score(doc=1381,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.20878783 = fieldWeight in 1381, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.046875 = fieldNorm(doc=1381)
  0.2 = coord(1/5)
    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.
  17. Díaz, P.: Usability of hypermedia educational e-books (2003) 0.01 
    0.005272096 = product of:
  0.02636048 = sum of:
    0.02636048 = weight(_text_:system in 1198) [ClassicSimilarity], result of:
      0.02636048 = score(doc=1198,freq=4.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.19684705 = fieldWeight in 1198, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.03125 = fieldNorm(doc=1198)
  0.2 = coord(1/5)
    Abstract
    To arrive at relevant and reliable conclusions concerning the usability of a hypermedia educational e-book, developers have to apply a well-defined evaluation procedure as well as a set of clear, concrete and measurable quality criteria. Evaluating an educational tool involves not only testing the user interface but also the didactic method, the instructional materials and the interaction mechanisms to prove whether or not they help users reach their goals for learning. This article presents a number of evaluation criteria for hypermedia educational e-books and describes how they are embedded into an evaluation procedure. This work is chiefly aimed at helping education developers evaluate their systems, as well as to provide them with guidance for addressing educational requirements during the design process. In recent years, more and more educational e-books are being created, whether by academics trying to keep pace with the advanced requirements of the virtual university or by publishers seeking to meet the increasing demand for educational resources that can be accessed anywhere and anytime, and that include multimedia information, hypertext links and powerful search and annotating mechanisms. To develop a useful educational e-book many things have to be considered, such as the reading patterns of users, accessibility for different types of users and computer platforms, copyright and legal issues, development of new business models and so on. Addressing usability is very important since e-books are interactive systems and, consequently, have to be designed with the needs of their users in mind. Evaluating usability involves analyzing whether systems are effective, efficient and secure for use; easy to learn and remember; and have a good utility. Any interactive system, as e-books are, has to be assessed to determine if it is really usable as well as useful. Such an evaluation is not only concerned with assessing the user interface but is also aimed at analyzing whether the system can be used in an efficient way to meet the needs of its users - who in the case of educational e-books are learners and teachers. Evaluation provides the opportunity to gather valuable information about design decisions. However, to be successful the evaluation has to be carefully planned and prepared so developers collect appropriate and reliable data from which to draw relevant conclusions.
  18. Dammeier, J.: Informationskompetenzerwerb mit Blended Learning : Ergebnisse des Projekts Informationskompetenz I der Bibliothek der Universität Konstanz (2006) 0.00 
    0.0046599186 = product of:
  0.023299592 = sum of:
    0.023299592 = weight(_text_:system in 4966) [ClassicSimilarity], result of:
      0.023299592 = score(doc=4966,freq=2.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.17398985 = fieldWeight in 4966, product of:
          1.4142135 = tf(freq=2.0), with freq of:
            2.0 = termFreq=2.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.0390625 = fieldNorm(doc=4966)
  0.2 = coord(1/5)
    Abstract
    Informationskompetenz wird immer mehr als eine wichtige und notwendige Schlüsselqualifikation für Studium, Forschung und Beruf anerkannt. Einen Informationsbedarf erkennen und benennen, dazu eine Suchstrategie entwickeln und geeignete Informationsquellen identifizieren und adäquat nutzen, anschließend die Informationen beschaffen, evaluieren und so weiterverarbeiten, dass die ursprüngliche Fragestellung effizient gelöst wird, sind Fähigkeiten, die nach der Definition der ACRL (Association of College and Research Libraries der USA) ein informationskompetenter Studierender für ein effizientes Studium beherrschen sollte. Nicht nur die SteFi-Studie der Sozialforschungsstelle Dortmund zeigt hier Defizite auf, auch Bibliothekaren wird immer mehr bewusst, dass im Bereich Informationskompetenz ein immens großer Schulungsbedarf besteht. Zudem zeigt ein Blick ins vor allem angelsächsische Ausland, welch hoher Stellenwert der Informationskompetenz an sich und dem Engagement der Bibliotheken als Teaching Libraries eingeräumt wird, und das schon über Jahre hinweg. Aus diesen Gründen beschloss die Bibliothek der Universität Konstanz im Jahre 2002, sich im Schulungsbereich stärker zu engagieren. Mit dem bestehenden Schulungsangebot (neben Erstsemesterführungen vor allem 90-minütige Veranstaltungen zum Online-Katalog und einzelnen (Fach)-Datenbanken) waren alle Beteiligten unzufrieden, sowohl was den zeitlichen Umfang und die damit vermittelten Inhalte als auch was die Resonanz betraf. Zeitgleich bot sich durch die rasche Einführung der neuen gestuften Studiengänge Bachelor und Master, die neben fachlichen Veranstaltungen teilweise auch explizit den Erwerb so genannter Schlüsselqualifikationen oder berufsqualifizierender Kompetenzen vorsehen, an der Universität Konstanz die Chance, Informationskompetenz als eine solche Schlüsselqualifikation in die Studienpläne zu integrieren und damit als Bibliothek für Kurse in diesem Bereich auch Punkte für das ECTS (European Credit Transfer System) vergeben zu können. Die Kooperation mit den Fachbereichen lief insgesamt sehr gut, so dass bereits im Wintersemester 2003/2004 die ersten Informationskompetenzkurse im gerade fertig gestellten neuen Schulungsraum der Bibliothek stattfinden konnten.
  19. ¬Das Moodle-Praxisbuch : Online-Lernumgebungen einrichten, anbieten und verwalten (2006) 0.00 
    0.0046130843 = product of:
  0.02306542 = sum of:
    0.02306542 = weight(_text_:system in 198) [ClassicSimilarity], result of:
      0.02306542 = score(doc=198,freq=4.0), product of:
        0.13391352 = queryWeight, product of:
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.04251826 = queryNorm
        0.17224117 = fieldWeight in 198, product of:
          2.0 = tf(freq=4.0), with freq of:
            4.0 = termFreq=4.0
          3.1495528 = idf(docFreq=5152, maxDocs=44218)
          0.02734375 = fieldNorm(doc=198)
  0.2 = coord(1/5)
    Footnote
    Was kann das Buch also? In 28 übersichtlichen, anschaulichen und verständlich geschriebenen Kapiteln wird der Einstieg in das System Moodle ermöglicht und baut Ihre Kenntnisse Schritt für Schritt auf. Zahlreiche Screenshots und Tips ergänzen den gut struktierten Inhalt. Die wesentlichen Inhalte sind: - der Einstieg ins System - die Verwaltung von Kursen, Lehrern und Studenten - die Erstellung von Arbeitsunterlagen, Lektionen und Tests - die Nutzung verschiedener integrierter Kommunikationskanäle Jedes einzelne Kapitel beinhaltet neben dem eigentlichen Thema, Tipps und Anregungen, auch abschließende Übungen, die sie in Moodle sofort umsetzen können. Es ist deshalb nicht schlecht, bereits zu Beginn der Lektüre zumindest den Zugang zum Moodle-Testsystem zu haben. Optimal wäre es natürlich, wenn Moodle schon bei Ihnen in Betrieb wäre ... Die letzten Seiten des Buches sind zahlreichen Einsatz-Beispielen aus der Praxis gewidmet. Das gibt nicht nur einen guten Eindruck über die Vielfalt der Möglichkeiten von Moodle, sondern inspiriert eigene eLearningSituationen, die auch in der Bibliothek einen mehr als berechtigten Ansatz hätten. Das Einzige, was ich an diesem Buch bedauere, ist, dass es nicht früher erschienen (und mir in die Hände gefallen) ist."
  20. Körkel, T.: Internet für Hörer aller Fakultäten (2002) 0.00 
    0.0038578555 = product of:
  0.019289277 = sum of:
    0.019289277 = product of:
      0.028933916 = sum of:
        0.014532322 = weight(_text_:29 in 1219) [ClassicSimilarity], result of:
          0.014532322 = score(doc=1219,freq=2.0), product of:
            0.14956595 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.04251826 = queryNorm
            0.097163305 = fieldWeight in 1219, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1219)
        0.014401593 = weight(_text_:22 in 1219) [ClassicSimilarity], result of:
          0.014401593 = score(doc=1219,freq=2.0), product of:
            0.1488917 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04251826 = queryNorm
            0.09672529 = fieldWeight in 1219, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.01953125 = fieldNorm(doc=1219)
      0.6666667 = coord(2/3)
  0.2 = coord(1/5)
    Abstract
    Ähnlich spektakulär und informativ präsentieren sich auch die Astronomen: Ihr schier unerschöpflicher Fundus von Bildern und Filmen macht das "elektronische Universum" auf http://zebu.uoregon.edu ebenso einen Klick wert wie die Geschichte von "Geburt und Tod der Sterne" auf demselben Server (http://zebu.uoregon.edu/~js/astl22). Schnell gerät der Wissensdurstige auf reizvolle Seitenpfade, denn viele Vorlesungen glänzen mit sorgfältig zusammengestellten Linklisten. Die führen zum Beispiel zu den "Chemischen Briefen" Justus von Liebigs, wie sie im 19. Jahrhundert zunächst als Wissenschaftskolumne in der Augsburger Allgemeinen Zeitung erschienen (www.liebig-museum.de/chbriefe/homepage.htm). Selbst die Alchemie - neunzig ansprechend präsentierte Megabyte auf www.alchemywebsite. com - verleitet zum Verweilen. Historisches ist, weil nicht stets aktualisierungsbedürftig, ohnehin beliebt im Netz. So wartet etwa die Universität Groningen (Niederlande) mit einem voluminösen Hypertext auf, praktisch ein komplettes Lehrbuch der amerikanischen Geschichte mit Texten, Essays und Präsidentenbiografien (http://odur.let.rug.nl/usanew). Noch weiter zurück in die Vergangenheit reicht eine Anthropologen-Website über den Ursprung des Menschen (www.geocities.com/Athens/Acropolis/5579/TA.html). Verspieltere Naturen werden dort zuerst fossile Schädel zuzuordnen versuchen ("Name That Skull") oder einem Anthropologiestudenten beim Wurf des Atlatl zusehen. Dieser frühe Wurfspeer machte schon den Mammuts zu schaffen und drang noch vor wenigen hundert Jahren durch die eiserne Rüstung spanischer Konquistadoren. Selbst Angewandtes bietet die World Lecture Hall. Etwa die "Geschichte der ökonomischen Denkweise" einschließlich eines 22-Minuten-"Interviews" mit Karl Marx auf www.boisestate.edu/econ/lreynol/web/het.htm. Oder Online-Sprachkurse: Wollof und Xhosa, Suaheli und Sanskrit lehrt http://www.word2word.vorn/courscad.html. Surfen allein fördert die akademische Karriere allerdings nicht unbedingt. Wer of fizielle Online-Zertifikate in Deutschland anstrebt, findet in dem Beitrag "Virtuelle Universität im Selbstversuch" (Spektrum der Wissenschaft 11/ 2001, S. 109) gute Startpunkte für das Studieren im Netz, angefangen bei - na wo wohl? - www.studieren-irre-netz.de."
    Date
    31.12.1996 19:29:41

Authors

Languages

  • e 20
  • d 11

Types

  • a 26
  • m 4
  • s 2
  • el 1
  • x 1
  • More… Less…

Themes

Subjects

Classifications