[English abstract]The objective of this work is to show the present state of education as far as collection development , in the new technological environment in which we are immersed, besides of informig about the results of a study carried out in the international scope of faculties and departments of Library and Information Science (LIS) through their Web pages, by means of the revision as much of the courses that contemplate the education of collection development , as of the specific syllabus. The results of the study indicate that, at the present time, the English-speaking countries are those that offer specialized courses developing collection and those that have their education integrated in the syllabus. In most of cases, education one takes place within the second cycle and with prerequirements for inscription. On the contrary, mainly in many Schools and Faculties of Europe, Latin America, Asia and Africa, the index of specific courses on collection development is very low. Another new field that also is approached in this work is education of virtual library providing data of the proposed courses in the universities visited, since, in their contents it always appears collection development.

This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and Zhu, E. (1997) Designing Web Based Instruction: A Human-Computer Interaction (HCI) Perspective. In: Khan (ed.) Web-Based Instruction. Englewood Cliffs. NJ: Educational Technology Publications, 221-225. Introduction: The general interest in the World Wide Web (WWW) as a medium for sharing and distributing textual and graphic information has brought about an increasing number of instruction-oriented web sites and web-based instructional pages. These range from offering supplemental (or even duplicate) instructional materials to students on campus to providing opportunities for off-campus individuals to complete courses via WWW. This chapter briefly discusses the design of web-based instruction from an HCI perspective, raising issues which instructors and designers need to consider in the design of web-based instruction, and suggesting ways in which instructors and designers can build optimal web instructional sites and pages.

The frequency distribution on online library resource usage by individual users (mostly students) at a distributed education graduate school is notably skewed, with a relatively small number of users showing frequent usage, and a large number of users showing infrequent usage.

"Statistical inference plays an increasingly important role in science, finance and industry. Despite the extensive research and wide application of statistical inference, most of the efforts focus on uniform models. This thesis considers the statistical inference in models with abrupt changes instead. The task is to estimate change-points where the underlying models change. We first study low dimensional linear regression problems for which the underlying model undergoes multiple changes. Our goal is to estimate the number and locations of change-points that segment available data into different regions, and further produce sparse and interpretable models for each region. To address challenges of the existing approaches and to produce interpretable models, we propose a sparse group Lasso (SGL) based approach for linear regression problems with change-points. Then we extend our method to high dimensional nonhomogeneous linear regression models. Under certain assumptions and using a properly chosen regularization parameter, we show several desirable properties of the method. We further extend our studies to generalized linear models (GLM) and prove similar results. In practice, change-points inference usually involves high dimensional data, hence it is prone to tackle for distributed learning with feature partitioning data, which implies each machine in the cluster stores a part of the features. One bottleneck for distributed learning is communication. For this implementation concern, we design communication efficient algorithm for feature partitioning data sets to speed up not only change-points inference but also other classes of machine learning problem including Lasso, support vector machine (SVM) and logistic regression."

Distance learning using telecommunications technologies holds new and challenging promises for library and information science (LIS) education. Pedagogical, technological, cultural/sociopolitical issues and their impact upon the constituents involved--faculty, accrediting bodies, students, employers and educational administration--need to be systematically studied. Findings of a research project that examined one of the human agencies involved in distance learning, full-time faculty at library schools who have taught LIS courses for graduate credit to distance learners using a telecommunications technology, are reported. The primary research questions were exploratory ones that sought answers about the impact of the distance-learning educational model upon faculty. The methodology used was a mix of written survey, telephone, and direct interview techniques. Faculty perceived that their role changed in the distance-learning model from what it was in the traditional classroom-based model. "Teaching is no longer a private act; it is a public performance." Other findings are that more time is required for class preparation; patterns of interaction and communication between students and faculty are different; technical and managerial skills are needed; sociopolitical issues (such as copyright) need to be addressed; and specific knowledge about learning behaviors within this model is needed. Teaching, in this model, is a complex performance that may conflict with the prevailing organizational culture of both the institution and the academic profession. However, the "critical mass" of a library school teaching faculty (conspicuous for its small size) requires several changes if distance learning is to be pursued successfully, and these are discussed briefly. Salient, early historical points about the Board of Education for Librarianship (BEL, American Library Association), American Association of Library Schools (AALS), forerunner to the Association for Library and Information Science Education (ALISE), and the Gaylord Brothers (New York) financed American Correspondence School of Librarianship (ACSL) are included.

null / Use of citations and web links embedded in online teaching materials was studied for an undergraduate course. The undergraduate students enrolled in Geographic Information Science for Geography and Regional Development used web links more often than citations, but clearly did not see them as key to enhancing learning. Current conventions for citing and linking tend to make citations and links invisible. There is some evidence that citations and web links categorized and highlighted in terms of their importance and function to be served may help student learning in interdisciplinary domains. This is a preprint of the article published in the Journal of the American Society for Information Science and Technology 56 (4) February: 382-392.

This report investigates Canadian and other initiatives in developing e-content stores or repositories with special interest paid to their business and revenue models for background in determining a suitable sustainable business/revenue model for the OnDisC Alliance. There is significant activity worldwide in the research and development of repositories of Learning Objects (LO) -- modular chunks of content that are combined and reused to form larger aggregations of education content such as lesson, units, and courses. The rationale for developing repositories of LOs is to reduce the significant cost of developing and customizing educational material. There is activity in developing LO repositories in both the public sector and the private sector. MERLOT is a large public and free LO repository co-operative. Some private firms developing LO repositories and the tools to create and use them include NetG, SmartForce, and LearningWay. In addition to LO repositories there are many Learning Resource Gateways (LRG) which offer both free and non-free educational material of many levels of object â granularityâ . Additionally, organizations are emerging which are acting as learning resource brokerages or networks, such as UNIVERSAL in Europe and AUShareNet in Australia. There are insights and possible future business relationships for OnDisC to be realized in all of the above educational content delivery organizations. A universal issue among public LO repositories and LSG is how to acquire funding/revenue to sustain the organization beyond initial project status. Most of them are following a sponsorship model where operating and development funds are received from government and/or other supporting organizations and individual educators provide content free. Their business/revenue model follows from a consideration that they are providing a public good which can/must be supported by third parties. OnDisC may be able to operate under a similar business model for similar public goods markets. Additionally, OnDisC may be able to provide LO content to commercial content developers either directly, or through future online educational material brokerage sites/marketplaces. A valuable tool for helping to formulate business and revenue models is a value chain assessment in which all significant value added processes or functions and determined and assigned to the different players or organizations involved in the value chain. Once value added assessments are made, appropriate revenue streams can be modeled. A relevant and useful value chain assessment to consider for OnDisCâ s situation is that of the traditional publisher-library book/journal distribution system. A significant source of risk for the providers of digital content to a store or repository is the high cost associated with digitizing the material into a format suitable for distribution and use. A possible compromise between risk and service is to provide just-in-time digitization for material that has been chosen as desirable by an end user.

created for OnDisC / The objective of this research project was to perform an environmental scan of pricing models for online content that could help the OnDisC alliance formulate an effective ecommerce model. Towards this end a number of literature searches, interviews and web searches were performed. The research was directed in several areas to ensure that the results provided a broad context: e-business models in general and for electronic content in particular; the developments in the library field towards digitization in general and in the use of ejournals in particular; iscussions with specialists in a number of relevant fields; and a broad survey of content providers on the internet. The e-business literature revealed the breadth of different pricing models available and gave insight into the nature of price and market differentiation, which is an effective strategy for increasing the user base for digital content. An example of price differentiation is to sell the same product to two different kinds of users at different prices thereby maximizing overall revenue. Libraries have been at the forefront of technological changes for many decades, and much research has already been done on the potential for e-journals to greatly improve library service for academic institutions. Electronic journals allow for the dis-aggregation of journals and novel pricing schemes using bundling of articles and metered use (pay as you go). Libraries tend to like the flexibility and cost savings that these novel pricing schemes allow but there are disadvantages such as increased administrative overhead and the potential for metering to inhibit end users. The discussions with industry specialists and subsequent web searches revealed a number of content aggregators â organizations which accumulate digital content from a number of different providers for redistribution â which have moved beyond the stage of subsidized pilot project status towards operational independence. Background papers Environmental Scan of Pricing Models for Online Content and pricing schedules were found for JSTOR, AMICO (Art Museum Image Consortium), SCRAN (Scottish Cultural Resources Access Network) and ECO (Early Canadiana Online) which revealed that all of them use price differentiated academic institution subscriptions to generate revenue. Two of the four, JSTOR and ECO charge a one-time up-front fee to help pay for the cost of initial content digitizing. Web searches revealed a number of sites offering cultural and educational content in various formats including streaming video, audio, text, animation, images. Many of these sites generate revenue from banner advertising, affiliate eferrals, product sales, and donations as well as ubscriptions. Many pricing models are possible by ombining or blending the above revenue streams. The wide variety of cultural and educational content available on the web ttests to the effectiveness of these models.

This is a single bookmarked file of the Rocky Mountain SEPP 2004 (Sakai Educational Project and Partners) conference, June 22-23, Denver, CO. It contains all of the programs, presentations, handouts and supplementary materials.

Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5-10 threads per pair, with 3-4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent messages). Mentor-protégé pairs rated as effective by both mentors and protégés' posted more messages overall, had well-structured threads, had protégés and mentor postings that were similar in topic coverage and message length, and had little overt "management" behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety of factors at play in developing an online relationship in this context, but mentor-protégés pairs can falter at various stages in the process and in various ways.