Screen LibraryLearning support systems for organizational learning /
The major trends in e-learning are determined by the global demand of academic, elderly and non-traditional target groups for training and education. The advent of the learning organization reflects these major shifts of the educational markets within companies. Automation of learning processes does...
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| Main Authors: | |
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| Corporate Authors: | |
| Published: |
World Scientific Pub. Co.,
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| Publisher Address: | Singapore ; Hackensack, N.J. : |
| Publication Dates: | 2004. |
| Literature type: | eBook |
| Language: | English |
| Series: |
Series on innovative intelligence ;
v. 8 |
| Subjects: | |
| Online Access: |
http://www.worldscientific.com/worldscibooks/10.1142/5529#t=toc |
| Summary: |
The major trends in e-learning are determined by the global demand of academic, elderly and non-traditional target groups for training and education. The advent of the learning organization reflects these major shifts of the educational markets within companies. Automation of learning processes does not enhance a company's productivity; augmentation of individual and collaborative learning processes is needed. This book reflects seven years of applied research (1997-2003) in the fields of adaptive multimedia systems, knowledge-based and collaborative learning environments, and intelligent software agents. |
| Carrier Form: | 1 online resource (ix,288pages) : illustrations. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: | 9789812794789 (electronic bk.) |
| CLC: | C931.6 |
| Contents: |
pt. 1. Managment support: introduction. Beyond the learning organization. 1. Implementing organizational learning: learning for the learning organization. Knowledge, technology, strategy. Web-based learning: E-learning. Learning organization and organizational learning. The market of knowledge applications. Knowledge and abilities. Psychological factors of success. Competences on the balance sheet. Value extraction and value creation. Capital versus talent. 2. Implementing educational controlling: web-based training, performance, and controlling. More training for less money. The cost of training. Learning efficacy and cost efficacy. The process of controlling. Calculating success. Gains from goal-directed planning -- pt. 2. Performance support: introduction. Quality of E-learning environments. Active documents and active communication. Knowledge management. 3. Implementing web-based training: exploring electronic media and the human mind. From CD-ROM to Internet. From help pages to performance support systems. Learning to learn. The role of meta-cognition. Integrating performance support in learning systems. Generic performance support. 4. Implementing electronic courses: collaborative and interactive distance learning. Collaborative learning with electronic media. The notion of active documents. Implementation of active documents. Applications of active documents. The learning environment. Experiment 1: Collaborative learning strategies. Design of experiment 1. Results of experiment 1. Learning culture. 5. Implementing online curricula: new and emerging media in distance education. Learning support systems. Event and learning management. Conducting the NEMDE course. Computer mediated expert communication. Learning strategies. Course structure and objectives. Course objectives. Course development. Effective tutoring -- pt. 3. Decision support: introduction. 6. Implementing expert guidance: expert advisor for vocational guidance. Career decision making. Models for vocational guidance. Vocational interests of young adults. Knowledge and system engineering for vocational guidance. Calculating the goodness of fit. Matching careers to individual interests. Implementation of the expert advisor. System implementation and product development. Evaluation of the expert advisor. Career and system options. 7. Implementing adaptive multimedia: effects of individualized testing, videos, and photography on acceptance and recall. Media effects. Career counseling. Pilot study. Experiment 2: photo and video. Experiment 3: individual information. Field study: comparing electronic and printed media. Mental integration of multiple media. pt. 4. Self learning systems: introduction. 8. Implementing knowledge structures: searching the web without losing one's mind. Visionary terabytes. Reality bites. The myths of multimedia and hypermedia. Myth 1: more media leads to more learning. Myth 2: hypertexts convey structural knowledge. Myth 3: web is easy, print is tough. Complexity of models and reality. SHOEs for web walkers. Traveling agents: knowledge robots. Educating knowbots for education. 9. Implementing knowlegde robots: knowledge robots for knowlegde workers. Entering the infoverse. If It works, It's not AI. Neuroscience aspect. Information science aspect. The age of intelligent machines. Epilogue: future developments. E-assisted E-learning in 2010. The wizard in the glasses. E-assisted E-learning in the future. Virtual keyboards. Global and culture-fair communication. PDAs revisited. What we may learn. Planets of learning. Ecology of mind. Virtual minds. Maps and minds. Invisible computing and embedded learning. |