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1.
《The Reference Librarian》2013,54(41-42):173-184
Using the Internet and a software development program called LambdaMOO, it is possible to create a text-based and real-lime virtual reality for multiple users. In such a virtual reality, many simultaneous users can logon and communicate with each other, interact with programmed objects, and move around a virtual landscape (generically called a MOO). While, in the past, these kinds of virtual realities have been dominated by dungeons and dragons, some MOOS are now attempting to model more serious work communities for their users. As a result, virtual libraries, in various stages of development, already exist and continue to grow. Accessible through the Internet, these virtual libraries offer the reference librarian an early glimpse at the future of Internet reference services. This article tours the reader through a MOO, examines three virtual libraries, and explains the use of a dictionary. MOO objects, applications, and potential in the virtual library are discussed along with sample logs and explanations for visiting MOO libraries independently.  相似文献   

2.
ABSTRACT

At the School of Nursing, University of Wisconsin-Madison, librarians and clinical faculty are working collaboratively to produce Web-based learning modules.

The collaboration resulted in four Web-based learning objects, including a virtual tour of the library Web site and three assignment-centered tutorials. Modules are short (15 minutes), focused on specific learning objectives and easily accessible on- and off-campus. They are embedded in an online course environment and free librarians to provide more customized instruction to classes upon request.

This poster presentation will demonstrate sections of the four modules, detail the development process, and explain how modules currently support School of Nursing curriculum andoutline implications for future development.  相似文献   

3.
Abstract The research results from the Museum Learning Collaborative (MLC) indicate that learning in museums (defined as conversational elaboration) is strongly influenced by three factors: 1) the learning environment (defined as the response to large design features); 2) conversational engagement (defined as explanatory, analytic and synthetic discussions of objects); 3) group identity (defined as knowledge, experience, and motivation). These results were consistent across different museum types and different visiting populations (Leinhardt and Knutson 2004). This case study uses the experiences and conversations of one group—four members of an intergenerational grandparent‐grandchild group—and one dimension of the model: identity. It examines how this particular group of grandparents used the museum setting to take on diverse roles in ways that reflected identities: the role of storyteller (a sharer of information and family knowledge); the role of playmate (a learner and teacher who can enjoy an environment); the role of modeler of caring social interactions (a harmonizer who can experience conversational coherence and dissonance with grace). The conversational segments reproduced here are a means of unpacking the MLC model and exploring the discourse behaviors of this particularly interesting group.  相似文献   

4.
长期以来,图书馆学情报学的教育者们一直致力于探索国际的学术交流和教育合作,以此提高教学课程和专业实践的质量。但目前仍存在很多阻碍,限制了传统的国际化教育的规模和发展,尤其是在发展中国家。该文介绍一个使用现有远程教育技术,在中国与美国之间建立一个面向研究生的知识管理课程的案例。该示范项目由美国富布莱特基金资助,综合利用学习技术、基于互联网的WebCT系统、视频会议、个人间的交流和阅读等多种手段,创建了一个国际化的虚拟学习空间。该文描述了师生们如何实现三个课程目标:(1)采用国际化的学习方式进行教学和学习;(2)双向交流;(3)知识管理。通过研究和实践得出如下结论:使用主动学习教学方法可以促使学生更加投入到学习过程;应用多种技术实现国际化交流;最大化地利用异步交流和同步交流两种方式,鼓励个人和小组学习;关注于更宽泛的多学科内容,促使更多人参与到国际学习环境中。  相似文献   

5.
This study examined what children learn while they are interacting with exhibits at a children's museum as well as the conditions that facilitate learning. Using naturalistic observations to get information on the kinds of observable learning that occurred in a variety of settings within the museum, the study found that much observable learning did occur and that different contexts supported different kinds and amounts of learning. Learning was more likely to occur with adult interaction than without, and certain types of exhibits invited more adult involvement than others. Examples of learning of relatively higher levels of cognitive complexity and higher degrees of generalizability were observed more rarely than examples of learning of lower complexity and less generalizability. Implications for children's museums and other settings of informal learning are discussed.  相似文献   

6.
With the gradual adoption of multimedia technologies in curriculum designs, the need has increased for in-depth studies that explore how different presentation techniques for multimedia materials affect learner emotions and learner performance. This study employed the emWave system, a stress detector for emotional states that was developed by the Institute of HeartMath for measuring changes in learner emotional states when presented with different multimedia materials with the same learning content. By analyzing the collected emotional data and assessment of learning performance, this study explores how different multimedia learning materials affect learning emotions, and ultimately, learning performance. Preliminary results show that the video-based multimedia material generates the best learning performance and most positive emotion among three types of multimedia materials assessed in the study. Moreover, a partial correlation exists between negative learning emotion and learning performance. This study confirms that simultaneously considering pretest score and negative emotion can predict learning performance of learners who use video-based multimedia material for learning. It also finds significant gender difference in learner emotional states while using different multimedia materials for learning: female learners in this study are more easily affected by different multimedia material than male learners.  相似文献   

7.
ABSTRACT

Reaching and teaching users in the diffuse, multigadget, online/mobile world is a significant challenge facing libraries. This article discusses how the ANimated Tutorial Sharing Project (ANTS) production model provides libraries with a sustainable approach to building large numbers of multimedia learning objects that are useful beyond one library. It will also discuss how ANTS file conversion and syndication efforts mean that these learning objects (1) can be made highly visible to users accessing content via a computer or smart phone and (2) enable libraries to establish a meaningful electronic presence for the purpose of providing point-of-need information literacy.  相似文献   

8.
Introduction: Major changes in health care, within an information‐ and technology‐rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals—in both the National Health Service (NHS) and higher education (HE) contexts—are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this—supported online learning and its impact on role development. Methodology: A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e‐literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. Results: The case study explores and discusses three dynamics—(i) The use of supported online learning tools by future health‐care professionals throughout their professional training to ensure they have the appropriate e‐literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi‐disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. Conclusions: The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development.  相似文献   

9.
Abstract Is it time for all museums to initiate large‐scale 3D digitization programs? We don’t yet know how 3D is going to change, replace, or integrate into current museum experience. Yet the possibilities are being actualized right now. What does 3D mean for museums? Digitizing museum objects in 3D (or the museums themselves, for that matter) with incredible accuracy and realism; examining the inside of a mummy; modeling collections in 3D; retaining virtual copies of vulnerable objects; all these and more already exist in the fast‐changing realm of 3D applications.  相似文献   

10.
This study examined the design of learning commons in three secondary schools as they related to teachers. The frequency and quality of collaboration among teachers, and between teachers and teacher librarians, was measured along with perceptions of engagement, job satisfaction, and design attributes germane to the learning commons model. Teachers at one school responded more positively than those at the other two schools. Significant differences in teachers' reactions to the new spaces were found within each school. This study partly substantiated the benefits of the model. Findings uncover limitations in how learning commons accommodate teachers' professional needs.  相似文献   

11.
阐述了出版技术的三次革命,着重分析了数字出版技术的特点,强调编辑思想在出版技术条件下更应注重学会利用工具,适应生存环境,坚守编辑职责。  相似文献   

12.
《文物保护研究》2013,58(3):256-268
Abstract

This work investigates the use of micro-computed tomography (micro-CT) for identification of New Zealand plant leaf material from artefacts. Micro-CT was explored as a result of difficulties in preparing transverse sections from aged plant material artefacts to compare with reference slides for microscopic identification of plant species. Plant names in te reo Māori (Māori language) are followed by the English name and botanic name, and are subsequently referred to by Māori names. The three plants investigated (harakeke, New Zealand flax, Phormium tenax, J. R. Forst & G. Forst; tī kōuka, cabbage tree, Cordyline australis, (Forst.f.) Endl,; kiekie, Frecinetia banksii A.Cunn.) were/are commonly used by Māori for the manufacture of objects often found in cultural institutions. Contemporary and historical specimens (from artefacts) of plant leaf material were investigated. Contemporary specimens were viewed using micro-CT and showed identifiable features compared with micrographs of transverse sections from reference material. Diagnostic features of each plant species were then named and measured, providing the basis for development of an identification key using both visual and objective criteria. Positive identification of historical specimens using this key varied across plant species and according to level of ageing and processing. Despite this, micro-CT had several advantages over traditional transverse sections: samples were not prepared for, or altered by, analysis, and numerous cross sections across the entire sample could be easily viewed to locate identifiable characteristics. Although measurable criteria supplied apply only to the three named New Zealand plant species, this paper provides methods that could be applied to the identification of other aged plant leaf material. Knowledge of plant anatomy at the level of major cell and tissue types (e.g. mesophyll, sclerenchyma, vascular tissue, and epidermis) is sufficient for the level of analysis carried out in this study.  相似文献   

13.
基于SNS的Living Library虚拟社区构建研究   总被引：2，自引：0，他引：2  
通过对国内外Living Library的考察,结合Web2.0和社会性网络SNS的发展,提出了一个基于SNS的Living Library虚拟社区模型:Virtual Living Library(简称VLL),并就VLL的概念模型的构建、实践和评价等方面进行了论述,讨论了VLL的建设可能性和发展前景。  相似文献   

14.
As academic libraries create online learning objects, it is important to consider whether such resources actually reach and answer the questions of intended users. This study considers three points of inquiry for one academic library: How its users make their way to the library's tutorials; user preference for searching or browsing for resources, when given both modes of access; and the kinds of online learning objects or tutorials users are seeking. A close examination of Web analytics and users’ search terms within the tutorials interface helped to illustrate patterns of access and highlighted users’ needs for tutorials and online learning objects.  相似文献   

15.
Abstract

Using personally identifiable information (PII) (patron data) to make informed decisions in academic libraries through learning analytics programs has increasingly become more commonplace. In this column, we discuss how libraries around the world have used PII to make informed decisions about hours (gate count), electronic resources (collection usage and authentication), and research assistance (virtual reference). In addition, we discuss the use of learning analytics in library environments including the benefits and concerns associated with its use. Finally, we discuss how we have used PII at our institution’s library and the data metrics we plan utilize at some point in the future.  相似文献   

16.
This study analyzed libraries' management of the data generated by library digital learning objects (DLOs) such as forms, surveys, quizzes, and tutorials. A substantial proportion of respondents reported having a policy relevant to learning data, typically a campus-level policy, but most did not. Other problems included a lack of access to library learning data, concerns about student privacy, inadequate granularity or standardization, and a lack of knowledge about colleagues' practices. We propose more dialogue on learning data within libraries, between libraries and administrators, and across the library profession.  相似文献   

17.
The literature on family behavior in informal science settings consists primarily of observational studies of behavior, focusing on generation and gender roles and learning strategies. Much effort has been expended studying the family visit, building the foundation for further study. A question that remains is: Can we infer learning from observations of learning behavior among family members? The literature in this annotated bibliography addresses issues involved in understanding the family learning process — what a family is, why families visit museums, how they behave in museums, how they learn in museums, and measuring learning.  相似文献   

18.
This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections watched a brief video tutorial, three sections used an interactive HTML tutorial, and three sections received live instruction only. The content of instruction was the same across all nine sections. Immediately after instruction, each class was encouraged to complete a brief survey and quiz. One hundred and fifty-four students completed the survey and quiz. In all three conditions, students reported feeling more confident searching the BIOSIS Previews database after instruction. However, the increase in confidence was less for the HTML group. The students who watched the video tutorial scored higher on all five quiz questions than the other two groups. Comparing the HTML and video groups, the difference in scores was statistically significant (p < .05) for questions 1, 2, and 5. Students may learn more from video tutorials than tutorials that use static Web pages. Also, interactivity in tutorials may not necessarily enhance learning.  相似文献   

19.
A research/practice collaboration designed, implemented, and tested strategies to facilitate family engagement with natural history dioramas. Across a series of design studies, 295 family groups with at least one adult and one child aged 4–18 were observed at a wildlife diorama of deer in their natural habitat. Each mini‐study tested a different intervention intended to encourage families to engage more deeply with the diorama. Compared to a baseline condition where families used the original diorama with no intervention, findings suggested that all interventions supported increased engagement, but that some interventions were more successful at engaging younger children, increasing conversations about biodiversity and ecosystems issues, or in developing science skills such as observation and classification. We make recommendations for supporting family learning at dioramas and also reflect upon how our research/practice partnership was vital to the work.  相似文献   

20.
网络环境下虚拟参考咨询服务的分析研究   总被引：2，自引：0，他引：2  
潘旭武  江梅 《晋图学刊》2006,(5):31-33,59
虚拟参考咨询服务是现代图书馆参考咨询服务工作发展的必然趋势。文章探讨了虚拟参考咨询服务的内涵和服务模式,比较分析了国内外虚拟参考咨询服务发展的状况,最后给出了我国图书馆开展虚拟参考咨询服务的一些措施。  相似文献   

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