Search (9660 results, page 1 of 483)

  1. #778 0.45 
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    Date
    15. 2.1998 9:45:22
    Object
    CBT -> Sachgruppe: Computer Based Training
  2. Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.24 
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    Abstract
    Discusses briefly the application of hypertext in library user training with particular reference to a specific hypertext based tutorial designed to teach library school students the basics knowledge of abstracts and abstracting process
    Date
    27. 1.1996 18:22:06
    Theme
    Computer Based Training
  3. Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.22 
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    Date
    11. 8.2002 15:05:22
    Theme
    Computer Based Training
  4. Wood, A.D.G.: Instructional technology in the business environment (1995) 0.22 
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    Source
    Multimedia today. 3(1995) no.1, S.18-22
    Theme
    Computer Based Training
  5. Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993) 0.20 
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    Abstract
    The interest of Australian academics in library and information studies is manifest in 2 themes: technology for information practice and technology for learning. These themes underlie the integration of information technology into education for information professionals. Surveys carried out in the early 1980s highlighted the applications of technology, particularly in online cataloguing and online searching. The study reported in this paper aimed to explore the extent of use and non-use od computer-assisted learning and teaching in Australian schools of library and information studies in the early 1990s. The results indicate more widespread use of computer-assisted learning than computer-assisted teaching. There is considerably diversity in courses where computer-assisted learning is included in the packages used by students. More than half of the schools surveyed have plans to extend computer-assisted learning over the next three years. In order to take full advantage of the potential of computer-assisted learning, academies in schools of library and information studies in Australia will need to cooperate with each other, with academics and industry-based colleagues in computer-based training and education, and with similar schools in overseas countries
    Theme
    Computer Based Training
  6. Steppi, H.: CBT - Computer Based Training : Planung, Design und Entwicklung interaktiver Lernprogramme (1990) 0.19 
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    Theme
    Computer Based Training
  7. Camputer Based Training : Erfahrungen mit interaktivem Computerlernen (1993) 0.19 
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    Theme
    Computer Based Training
  8. Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.19 
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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
    Theme
    Computer Based Training
  9. Bourne, C.P.; Robinson, J.: Education and training for computer based reference services : review of training efforts to date (1980) 0.19 
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    Theme
    Computer Based Training
  10. Kaplowitz, J.; Contini, J.: Computer-assisted instruction : is it an option for bibliographic instruction in large undergraduate survey classes? (1998) 0.19 
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    Abstract
    Describes how librarians at the Louise M. Darling Biomedical Library, California University Los Angeles (UCLA), developed a library user training programme, based on computer assisted instruction, for the 800 to 900 undergraduate biology students per year who enrol in the department's basic, compulsory, introductory course. Compares the effectiveness of computer assisted instruction with the lecture method, using a range of techniques, including a follow up survey. Concludes that computer assisted instruction in combination with the laboratory manual is an effective and user friendly way of offering user training
    Date
    13. 7.1998 22:01:14
    Theme
    Computer Based Training
  11. Shave, C.: Developing on-line courses : teacher support needs (1998) 0.18 
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    Abstract
    Focuses upon the needs of teachers for training and support for the development of Web-based courses. Using 6 Web-based courses as the focus of the project, the development of the courses is documented from a teacher / developer's point of view. The outcomes of the project will assist in the planning and development of future Web-based courses by the New England Institute of TAFE, Australia
    Date
    1. 8.1996 22:08:06
    Theme
    Computer Based Training
  12. Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.17 
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    Abstract
    Describes an approach for developing adaptive textbooks and presents InterBook - an authoring tool based on this approach which simplifies the development of adaptive electronic textbooks on the Web
    Date
    1. 8.1996 22:08:06
    Theme
    Computer Based Training
  13. Horn, T.: Einführung in die Programmiersprache C (1992) 0.17 
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    Series
    FernUni Hagen: Computer Based Training
    Theme
    Computer Based Training
  14. Schlageter, G.: Objektorientierte Datenbanksysteme (1993) 0.17 
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    Series
    FernUni Hagen: Computer Based Training
    Theme
    Computer Based Training
  15. Walker, R.: Neuronale Netze : elektronische Weiterbildung unter WINDOWS (1992) 0.17 
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    Series
    FernUniversität Hagen: Computer Based Training
    Theme
    Computer Based Training
  16. Berkel, T.: ¬Die relationale Datenbanksprache SQL (1992) 0.17 
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    Series
    FernUni Hagen: Computer Based Training
    Theme
    Computer Based Training
  17. Janotta, H.: CBT - Computer Based Training : Grundwissen, Einführungsmethodik, Projektplanung und -abwicklung, Bewertungskriterien (1990) 0.17 
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    Theme
    Computer Based Training
  18. Robinson, J.: Education and training for computer based reference services : a case study (1980) 0.17 
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    Theme
    Computer Based Training
  19. Hotho, A.; Bloehdorn, S.: Data Mining 2004 : Text classification by boosting weak learners based on terms and concepts (2004) 0.17 
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    Abstract
    Document representations for text classification are typically based on the classical Bag-Of-Words paradigm. This approach comes with deficiencies that motivate the integration of features on a higher semantic level than single words. In this paper we propose an enhancement of the classical document representation through concepts extracted from background knowledge. Boosting is used for actual classification. Experimental evaluations on two well known text corpora support our approach through consistent improvement of the results.
    Content
    Vgl.: http://www.google.de/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CEAQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.91.4940%26rep%3Drep1%26type%3Dpdf&ei=dOXrUMeIDYHDtQahsIGACg&usg=AFQjCNHFWVh6gNPvnOrOS9R3rkrXCNVD-A&sig2=5I2F5evRfMnsttSgFF9g7Q&bvm=bv.1357316858,d.Yms.
    Date
    8. 1.2013 10:22:32
  20. Gnoli, C.: Classifying phenomena : part 4: themes and rhemes (2018) 0.17 
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    Abstract
    This is the fourth in a series of papers on classification based on phenomena instead of disciplines. Together with types, levels and facets that have been discussed in the previous parts, themes and rhemes are further structural components of such a classification. In a statement or in a longer document, a base theme and several particular themes can be identified. Base theme should be cited first in a classmark, followed by particular themes, each with its own facets. In some cases, rhemes can also be expressed, that is new information provided about a theme, converting an abstract statement ("wolves, affected by cervids") into a claim that some thing actually occurs ("wolves are affected by cervids"). In the Integrative Levels Classification rhemes can be expressed by special deictic classes, including those for actual specimens, anaphoras, unknown values, conjunctions and spans, whole universe, anthropocentric favoured classes, and favoured host classes. These features, together with rules for pronounciation, make a classification of phenomena a true language, that may be suitable for many uses.
    Date
    17. 2.2018 18:22:25

Authors

Years

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Types

Themes

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Classifications