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Books on the topic 'Online computer skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. Charlotte, North Carolina: IAP, Information Age Publishing Inc., 2013.

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2

Biehl, Kathy. Online guide to legal research. Durham, NC: Ventana, 1997.

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3

Silver-Pacuilla, Heidi. Investigating the language and literacy skills required for independent online learning. Washington, DC: National Insititute for Literacy, 2008.

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4

Internet research skills: How to do your literature search and find research information online. Los Angeles: Sage Publications, 2007.

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5

Ana, Donaldson J., ed. Engaging the online learner: Activities and resources for creative instruction. San Francisco, Calif: Jossey-Bass, 2004.

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6

Debra, Jones. Exploring the Internet using critical thinking skills: A guide for learning to effectively use the Internet and evaluate online information. New York: Neal-Schuman, 1999.

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7

Debra, Jones. Exploring the Internet using critical thinking skills: A self-paced workbook for learning to effectively use the Internet and evaluate online information. New York: Neal-Schuman, 1998.

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8

From Gutenberg to the global information infrastructure: Access to information in the networked world. Cambridge, Massachusetts: MIT Press, 2000.

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9

Borgman, Christine L. Gutenbergitsʻ minchʻev teghekatvakan hamashkharhayin entʻakaṛutsʻvatskʻner. Erevan: Hanragitaran-Armenika, 2007.

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10

Online Student Skills and Strategies Handbook. Longman, 2005.

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11

Rutter, Michael, and Karl Barksdale. Online Resume and Job Search: 10-Hour Series. South-Western Educational Pub, 2000.

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12

Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction (Online Teaching and Learning Series (OTL)). Jossey-Bass, 2004.

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13

Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. Wiley & Sons, Incorporated, John, 2011.

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14

Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. Wiley & Sons, Incorporated, John, 2011.

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15

Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. Wiley & Sons, Incorporated, John, 2011.

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16

Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. Wiley & Sons, Incorporated, John, 2011.

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17

Conrad, Rita-Marie, and J. Ana Donaldson. Engaging the Online Learner: Activities and Resources for Creative Instruction. Wiley & Sons, Incorporated, John, 2011.

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18

Engaging the Online Learner: Activities and Resources for Creative Instruction. Wiley & Sons, Incorporated, John, 2010.

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19

(Editor), James D. Klein, J. Michael Spector (Editor), and Barbara Grabowski (Editor), eds. Instructor Competencies: Standards for Face-to-Face, Online, and Blended Settings. 3rd ed. Information Age Publishing, 2000.

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20

D, Klein James, ed. Instructor competencies: Standards for face-to-face, online, and blended settings. 3rd ed. Greenwich, Conn: IAP--Information Age Pub., 2004.

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21

Klein, James D., J. Michael Spector, Barbara L. Grabowski, and Ileana de la Teja. Instructor Competencies: Standards for Face-to-Face, Online and Blended Settings. 3rd ed. Information Age Publishing, 2000.

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22

Pogue, David. Pogue's basics: Essential tips and shortcuts (that no one bothers to tell you) for simplifying the technology in your life. 2015.

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23

Calishain, Tara, and Kathy Biehl. Official At&t Worldnet Guide to Legal Research. Ventana Communications Group, 1998.

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24

Aal, Konstantin, Anne Weibert, Kai Schubert, Mary-Ann Sprenger, and Thomas Von Rekowski. come_NET. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198733249.003.0013.

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The case study presented in this chapter discusses the design and implementation of an online platform, “come_NET,” in the context of intercultural computer clubs in Germany. This tool was built in close cooperation with the children and adult computer club participants. It was designed to foster the sharing of ideas and experiences across distances, support collaboration, and make skills and expertise accessible to others in the local neighborhood contexts. In particular, the participatory-design process involving the children in the computer clubs fostered a profound understanding of the platform structure and functionalities. The study results show how younger children in particular were able to benefit, as the closed nature of the platform enabled them to gather experience as users of social media, but in a safe and controlled environment.

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25

Keating, Elizabeth. Challenges of Conducting Interaction with Technologically Mediated Bodies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190210465.003.0012.

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Technologically mediated interaction challenges people’s habitual ways of acting interdependently and intercorporeally with others. This chapter discusses strategies observed in two different groups, computer gamers playing Massively Multiplayer Online Role-Playing Games (MMORPGs), and engineers, as each group collaborates in goal-directed activities where technology significantly alters the reciprocal sharing of body experience. The gamers and engineers are challenged to render their bodies meaningful through interactive digital environments in order to effectively coordinate actions. As bodies are able to be extended through space, the technology which makes this possible also reduces key aspects of visual and sensory fields, including the arrangement of bodies in space and movement. This in turn affects the achievement of focused interaction, the transfer of skills, and the understanding of checks and alignment.

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26

Teaching Web Search Skills: Techniques And Strategies Of Top Trainers. Information Today, 2006.

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27

McAlpine, Kenneth B. Going Underground. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190496098.003.0007.

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This chapter charts the birth and growth of the demoscene, an online community of digital artists and musicians who create and share real-time procedural artworks. Part of the digital underground, the ethos was, and remains, one of pushing systems to their limits and so became a natural home for chiptune. The chapter begins by exploring the roots of the demoscene in the computer hacking scene of 1970s California, a community who believed strongly that computer software should be free. As software protection systems were introduced to prevent unauthorized copying, highly skilled ‘crackers’ removed them, highlighting their achievements with elaborate audiovisual digital graffiti. Over time, competition to create the most extravagant artwork and music became an end in itself, creating the demoscene. Today, this vibrant community thrives and has become bigger and slicker than ever, although, as some interviewees suggest, in so doing it may have lost some of its countercultural charm.

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28

From Gutenberg to the Global Information Infrastructure: Access to Information in the Networked World (Digital Libraries and Electronic Publishing). The MIT Press, 2003.

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