网络学习与教学系统设计外文文献翻译

网络学习与教学系统设计外文文献翻译(含：英文原文及中文译文)英文原文DesigningE-learningSystemsinMedicalEducation:ACaseStudyDr.Ahmed.I.AlbarrakAbstractThecontinuousandfastadvancesininformationtechnologyhaveledtoasignificantchangeinthelearningenvironment,andthecreationofanewlearningmodelwheretraditionallearningismixedwithinformationtechnologytoolstoprovidelearnerswithanenvironmentthatenablethemtofreelychoosetheirlearningmaterialwherevertheyare,sharetheircommentsandquestionswiththeircolleaguesandteachers,andassesstheknowledgetheygained.Inmedicaleducation,thereareseveralchallengesfacingthedesignandimplementationofsuchasystem.Thesechallengesincludethehugeanddiverseamountofinformationthatmustbeaddedine-educationsystems,aswellasthelackofinformationtechnologyskillsbetweenstudents,andinsomecasesbetweeninstructors.KingSaudKeywords:e-learning,networks,teachingplatform1.IntroductionForages,Educationhasbeencenteredonattendingclassesdayafterday,listeningtoalecturerwhoprovidesthenecessaryinformation,andgoingthroughexamstoassessknowledge.Educationfocusedonthematerialitselfratherthanthe"learners"andthedifferencesbetweentheircapabilitiesandlearningskills[1].ThecontinuousandrapidadvancementininformationtechnologyandcommunicationsledtotheevolutionoftheE-learningenvironment.E-learningsystemsareeducationalsystemsthatutilizeinformationtechnologyresourcessuchastheInternet,networking,andmultimediaapplicationstoenhancethelearningprocess.E-learningenvironmentsfocusonthe"learner"insteadofthematerialitself.Theyallowthelearnerstostudyattheirownpaceaccordingtotheircapabilities,communicatewithcolleaguesandteachersthroughdiscussiongroupsandvideoconferencing,andassessthemselvesthroughonlinetests.E-learningenvironmentsprovidethelearnerswiththeflexibilityofstudyingregardlessoftheirlocation,andtimezone[2].E-learningsystemsareusuallyusedindistantlearningenablingstudentsindifferentcontinentstoobtaingraduateandpostgraduatedegrees.E-learningsystemscanalsobeusedinconjunctionwithtraditionallearning(blendedorintegratedlearning)[3]toexpandtheresourcesavailableforstudents,andhelpthemfocusontheirlearningobjectives.E-learningsystemshavegreatlyexpandedinrecentyears.In2005,about3.2millionstudentshadoneormoreonlinecourseintheUnitedStates[4].Agrowingnumberofuniversitiesacrosstheworldarenowofferingmanycoursesthatrequireeithernoorverylittlestudentattendance.E-learningisexpectedtogrowevenmorewiththegrowthoftheInternetandinformationtechnologyinfra-structure.E-learningsystemscanbedividedintofourmajorcomponents[5];theinfra-structurewhichisresponsiblefortransferringthelearningmaterial,aswellasprovidingthephysicalstorageforthismaterial;thelearningmanagementsystem(LMS)whichintegratesallservicesformanagingteachingandlearningactivities;thelearningcontentmanagementsystem(LCMS)providesservicesformanagingcontent;andthesetoftoolsresponsiblefordistributingcontentandprovidinginteractionfunctions.Theinformationcontentprovidedisorganizedincontainerscalled"learningobjects"whichprovide,inadditiontothecontentitself,somedescriptivedataaboutthecontent(meta-data)thatfacilitatestheretrievalofthiscontent.Becauseofthegreatimportanceofe-learninginmoderneducation,anditsroleinimprovingthestudents'performance[6],KingSaudUniversityHospitals(KSUHS)startedtoimplementamoderne-learningsystemcontainingthestate-of-arte-learningcomponents.Thebuiltsystemwillbeusedtoassistandsupportthecurrentsystemsandtoprovidethestudentswiththetoolstomanagetheircourses,andassesstheirknowledge.KSUHSrepresentthecollegeofmedicine,collegeofdentalmedicine,KingKhaledUniversityHospital(KKUH),KingAbdulazizUniversityHospital(KAUH),andKingFahdCardiologyCenter(KFCC).Thenumberofstudentsinthesecollegesisovertwothousands,andthenumberofcollegestaffisoverfourhundred.Theinfra-structureinKingSaudUniversity(KSU)consistsofa100MbpsintranetconnectingthecampuscollegesandKKUHtogether,anda32MbpsmicrowavelinkconnectingthecampustoKAUH.Themainfunctionsofthesehospitalsareeducation,medicalresearch,andprovidingmedicalservicestothepublic.AccordingtotheSauditraditions,maleandfemalestudentsareseparatedinclasseducationbutnotinpractice.Theuniversityacademicenvironmentencouragesthestudentstodoresearch,andtriestoprovidethemwiththenecessarytoolslikeskilllabs,andanatomyandphysiologysoftwarepackages.1.RequirementsoftheE-learningsystem:Therequirementsofthee-learningsystemcanbedividedintothreecategories,generalrequirements,medicale-learningrequirements,andKSUHSrequirements.Generalrequirements:Inorderforanye-learningsystemtobesuccessful,itmusthavesomefeaturesincludingflexibility,whichallowsthesystemtoadapttothecapabilitiesandgoalsofeverystudent[7];easeofuse,whichallowsthelearnertofocusonthematerialitselfratherthanfocusingonhowtousethesystem[7];interactivity[8],wherethelearnerscaninteractwitheachotherandwiththeirteachersthroughvideoconferencingordiscussionboards;andsolidinfrastructuretosupportthesystemandprovidethelearnerswitheasyandfastaccesstothesystem.Medicalrequirements:Thenatureofmedicaleducationaddssomerequirementstothee-learningsystem[9].Somesubjectslikeanatomyandphysiologyrequirethestudentstobeabletoidentifyandunderstandthefunctionofdifferentpartsofthebody,othersubjectslikethoseinvolvingpracticalmedicinerequirethestudentstoidentifysymptoms,andexaminethepatienthistory.Itisnotenoughtoprovidethelearnerwithtextbooksandlectures,thelearnersneedtohavemoredetailsandclarityinordertounderstandmedicalsubjectswell.Therefore,medicale-learningsystemsmustbeabletoprovidethestudentswiththetoolstoclearlyidentifyanddescribedifferentpartsofthebodyincludingvideosanddetailedfigures;italsomustinteractwithothermedicalsystemstoprovidestudentswiththemedicalhistoryoftheirpatients,theirX-raypictures,andtheirprescribedmedicine.Medicale-learningsystemsrequireahigherdegreeofinteractivitythanothertypesofe-learningsystemsinthehospitaltoallowthestudentstofocusonsomesymptomforexample,andaskspecificquestionsregardingthissymptom.KSUHSRequirements:Inadditiontothoserequirements,KSUHSaddedmorerequirementstothedesirede-learningsystem.Thesystemmustutilizethemostadvancedandmostrecenttechnologiesine-learning.Thissystemmustbescalabletobeabletoaccommodateanyincreaseinthestudentsoruniversitystaff.Itmustbeexpandable,newfeaturescanbeaddedtofurtherimprovethefunctionalityofthesystem.Theremustbeassessmenttoolsbothforthestudentsandinstructorstoassessthestudents'knowledge.ThesystemmusthaveawebbasedinterfacetoallowthestudentstoaccessitusingtheirInternetbrowserswithnoregardtothepositionofthestudent.Thesystemmustprovideclassroomautomationcapabilities,andisabletoallowlecturebroadcasting,andvideoconferencing.2.ChallengesThereareseveralchallengesfacingthedeploymentofthee-learningsystem.Someofthesechallengesaretechnical,andothersarerelatedtotheskillsofthestudentsanduniversitystaffskills.Technicalchallenges:ThefirsttechnicalchallengethatfacedthedeploymentofKSUHSe-learningsystemwasthehugeamountofinformationthatneededtobeincludedinthecontent.Thecontentshouldincludethedifferentsubjects,thelecturenotes,lecturevideos,textbooks,videosofsurgeries,etc...Thishugecontentisexpensiveintermsofbothcostandeffort,anditneedsseveralserverswithstoragecapacitiesenoughtokeepsuchcontent.Thesecondchallengewastheinfrastructure;studentsneededtohaveaccesstothesystemfromeverywhereinsidethecampusaswellasoutsidethecampusthroughtheInternet.Accesscontrolmethodshadtobeconsideredtopreventunauthorizedaccess,infrastructureneededtobepowerfulenoughtoallowstudentstoaccessthesystemreliablyandeasily.Skillchallenges:Whenstudiestobuildthesystemstarted,itwasnecessarytomeasurethestudents'informationtechnologyskillstoassesstheirreadinessforthenewsystem.Inordertodothisaquestionnairewasintroducedtothestudents[10]withquestionsinvolvingwhethertheyowncomputers,andhowtheyusecomputersingeneral.Theresultofthisquestionnaireshowedthatalthoughthestudentshadreasonablegeneralcomputerskills,theylackedthecapabilitiestousetheirskillsinmedicalstudyandresearch.Thisresultprovedthatstudentsshouldreceivepropertraininginordertoutilizethesysteminthebestway,andurgedustoaddcoursesinmedicalinformaticstothestudents.Whentheskillsoftheteachingstaffwereexamined,itwasobservedthatmanyofthemalsolackedthenecessaryskillstousethissysteminthebestway[11].Theabovechallengeshadsomeimpactonthedesignofoure-learningsystemaswillbediscussedinthenextsection.3.SystemDesignThefirststepindesigningthesystemwastobuildamodelthattakesintoconsiderationtheentiregeneral,medical,andKSUHSrequirements.Thismodelshouldalsoovercomeallchallengesthatmayappear.Asfigure2shows,wedecidedtobuildthesysteminathreephaseprocedure.Inthefirstphase,classroomautomationdeviceslikeinteractiveboards,controlstations,projectors,audiovisualequipment,documentcamerasaswellasnecessarysoftwareareinstalled.Itwasdecidedtoinstallthesedevicesinfifteenlocationstostartwith;theselocationsincludedthreeremoteclassrooms,aswellassixmobileclassroomstobesetupasneeded.Thefirstphasealsoincludestheinstallationofvideoconferencingequipmentlikecameras,voicerecognitiondevices,andsoftware.Thevideoportalisalsoapartofthisphaseanditprovidesasearchablecontentdatabase,livevideo,andvideo-on-demandcapabilities.Inthisphase,datafromclassrooms(documents,notes,videos…)areuploadedintotheportalwhichcanbeusedbythestudentseithertoparticipateinthelectureliveorforlaterusewhentheyarestudyingathome.Theportalwillhaveawebinterfacetofacilitatestudentandstaffaccess.Inordertosupportthisphase,thenetworkinfrastructureisupgraded.KAUHlocalareanetwork(LAN)isupgradedtosupportthenewsystemcapabilities,wirelessnetworksareinstalledinKAUHandthefacultyofmedicinetoallowstudentstoaccessthesystemusingwirelessenableddeviceslikelaptops,andnecessaryserverstocarrythedatabaseandvideofilesareinstalledandconnectedtothecurrentnetwork.ThesecondphaseincludestheinstallationofanadvancedLMSsystemtoallowthelearnerstocustomizethecontentaccordingtotheirneedsandgoals.Thisphasewillalsofocusonenhancingthecollaborativelearningbyintroducingdiscussionboardsanddifferentcollaborationtoolstoallowthestudentstointeractwitheachotherandwiththeirinstructorsandprofessorstofurtherimprovetheirlearningandunderstandingaspreviousstudieshaveshowed[12][13].Thethirdphaseprovidestheinstructorswiththetoolstobuildandpublishtheirowncontent(lectures,books,notes…)andprovidesassessmenttoolsforthestudentsandtheinstructors.Thisphasewillalsoallowtheinstructorstofollowuptheprogressoftheirstudentsandiftheyarespendingenoughhoursreviewingthecontent.Thereisanotherimportantpartofthisphaseaswellwhichisprovidingthenecessaryinteractionbetweenthee-learningsystemandotherhospitalsystemsincludingthehospitalinformationsystem(HIS),andsurgeryvideosfromtheoperatingroomwhichmaybeinstructivetothestudents.Thismodelfulfilsalltherequirementsforthee-learningsystem.Itisinteractive,easytousethroughitswebinterface;itcontainsthenecessaryserversandinfrastructuretocarrythebandwidthandstorageconsumingvideosandpresentations;itisexpandableandscalablebecauseitfollowsinternationalstandardsandcanaccommodateanynewcomponent;itinteractswithdifferenthospitalsystems;itprovidesclassroomautomation,andlecturebroadcasting;anditisanup-to-datesystem.Figure2showsthelevelofinteractionforthestudentsandinstructorswiththesystem,aswellastheintegrationofthesystemwiththeexistinghospitalsystems.Thisfigureshowsclearlyhowthise-learningsystemwillincreasethelevelofinvolvementforbothstudentsandinstructorswiththesystem,andhowtheintegrationprocesswillenhancethelearningexperienceforthestudents.Thethreephasedesignhassomeimportantadvantagesinhandlingthedifferentchallenges.Thefirstphasewillprovidethestudentswithastartingpointwheretheycanusetheskillstheyalreadyhavetobenefitfromthesystemandenhancetheirlearningexperience;italsogivesthemthechancetoenhancetheircapabilitiesinmedicalinformaticsandcomputerskillsmakingthemreadyforphasetwowherethefeaturesofcollaborativelearningareaddedtothesystem.Thiswillmakethestudentscomfortablewithusingthesystemandpreventanydisappointmentthatmaypreventthemfrombenefitingfromthesystem.Fortheinstructors,thisdesignwillalsogivethemthechancetograduallyimprovetheirinformationtechnologyskills,andstartbenefitingfromthesystembeforetheyareaskedtointeractwiththestudentsinphase2andbuildtheirowncontentinphase3.Thefirstphasewillhelpbuildahugecontent(lecturenotes,videos…)thatwillbeaddedtothesystemandwilldecreasetheeffortandcostofbuildingcontentfromscratch.Besidestheexecutionofthesephases,therewillbecontinuoustrainingforboththestudentsandtheinstructorstomaximizetheirbenefitfromthesystemandtogetthemreadyfornextphases.4.FutureadditionsTherearemanyextensionsthatcanbemadetothesysteminthefuture.Oneoftheimportantadditionsissharingthecontentwithdifferentinstitutesinthekingdom,andintheworldwhichcanimprovethequalityoflearninginKSUHSandmedicalinstitutesaroundtheworld.Theexpandabilityofthesystemwillenabletheadditionofanynewtoolorfeaturethatmayappearandtotakeadvantageofthelatestdevelopmentsine-learningtechnology.5.ConclusionTheadvancesininformationtechnologyande-learningmadeKSUHSkeentoutilizethistechnologytoenrichthelearningenvironment,andtoprovidethestudentswiththetoolstoenhancetheirlearningcapabilities.ItisbelievedinKSUHSthatintegratingane-learningsystemwithtraditionalclassroomteachingisthebestapproachforthestudents.Themodeldiscussedinthispaperisastudentcenteredmodelthatusesbothtraditionalande-learningsystemstoprovidethestudentswiththeflexibilitytheyneedtolearnattheirownpaceandaccordingtotheirneeds,andtosolveproblemslikelackofspaceinoperatingroomsandpracticalclasses.Themodelintroducesahighlevelofinteractivityfurtherenhancinglearningcapabilities.Thethreephasedesignsimplifiesthechangemanagementprocess,andimprovesthestudentsandinstructorscapabilitiestousethesystemintheoptimumway.

中文译文医学教育电子学习系统设计：个案研究艾哈迈德·阿尔巴拉克摘要信息技术的持续和快速发展导致了学习环境的重大变化，并创造了一种新的学习模式，即传统学习与信息技术工具混合在一起，为学习者提供一个能够自由选择学习环境的环境无论他们身在何处，与同事和老师分享他们的意见和问题，并评估他们获得的知识。在医学教育中，这种系统的设计和实施面临着若干挑战。这些挑战包括电子教育系统中必须增加的大量信息，以及学生之间缺乏信息技术技能，有些情况下教师之间缺乏信息技术技能。沙特国王大学是该地区领先的大学之一，旨在实施最先进的技术，为学生提供在其领域取得成功所需的所有知识和技能。沙特国王大学医院已开始建立包含该领域最新部件的医疗电子学习系统。本文介绍了沙特国王大学医院使用的模型和系统，将电子学习元素整合到教育活动中，形成一个混合学习环境，学生可以利用所有知识来源改善学习过程以及挑战在设计阶段遇到问题以及他们如何面对。关键词：电子学习，网络，教学平台1.引言多年来，教育一直集中在日复一日地上课，听取提供必要信息的讲师，并通过考试来评估知识。教育侧重于材料本身，而不是“学习者”以及他们的能力和学习技能之间的差异。信息技术和通信的持续快速发展促成了电子学习环境的发展。电子学习系统是利用互联网，网络和多媒体应用等信息技术资源加强学习过程的教育系统。电子学习环境关注“学习者”而不是材料本身。它们允许学习者根据自己的能力按自己的速度学习，通过讨论组和视频会议与同事和老师进行交流，并通过在线测试评估自己。电子学习环境为学习者提供了学习的灵活性，无论他们的位置和时区如何。电子学习系统通常用于远程学习，使不同地区的学生获得研究生和研究生学位。电子学习系统还可以与传统学习（混合或集成学习）结合使用，以扩大学生可用的资源，并帮助他们专注于学习目标。电子学习系统近年来大大扩展。2005年，约有320万学生在美国有一门或多门在线课程。世界各地越来越多的大学现在提供许多课程，要求学生没有或只有很少的学生出席。随着互联网和信息技术基础设施的增长，预计电子学习将进一步增长。电子学习系统可以分为四大部分[5];负责转移学习材料的基础设施，以及为这种材料提供物理存储;学习管理系统（LMS），它集成了管理教学活动的所有服务;学习内容管理系统（LCMS）提供管理内容的服务;以及负责分发内容和提供交互功能的工具集。所提供的信息内容被组织在称为“学习对象”的容器中，除了内容本身外，还提供一些关于内容的描述性数据（元数据），以便于检索这些内容。由于电子学习在现代教育中的重要性及其在提高学生表现方面的作用[6]，沙特国王大学医院（KSUHS）开始实施一个现代的电子学习系统，其中包含最先进的电子学习系统学习组件。构建的系统将用于帮助和支持当前系统，并为学生提供管理课程和评估其知识的工具。KSUHS代表医学院，牙科医学院，哈立德国王大学医院（KKUH），阿卜杜勒阿齐兹国王大学医院（KAUH）和法赫德国王心脏病中心（KFCC）。这些学院的学生人数超过两千人，大学人数超过四百人。沙特国王大学（KSU）的基础设施包括连接校园学院和KKUH的100Mbps内联网，以及连接校园和KAUH的32Mbps微波链路。这些医院的主要功能是教育，医学研究和向公众提供医疗服务。根据沙特的传统，男女学生在课堂教育中分离，但实际上并未实行。大学学术环境鼓励学生进行研究，并试图为他们提供必要的工具，如技能实验室和解剖生理学软件包。1.电子学习系统的要求：电子学习系统的要求可以分为三类，一般要求，医学电子学习要求和KSUHS要求。一般要求：为了使任何电子学习系统取得成功，它必须具备一些功能，包括灵活性，使系统适应每个学生的能力和目标[7];易于使用，这使得学习者可以专注于材料本身，而不是专注于如何使用该系统[7];交互性[8]，学习者可以通过视频会议或讨论板与他们的老师进行互动;以及坚实的基础设施来支持系统，并为学习者提供方便快捷的系统访问。医疗要求：医学教育的性质为电子学习系统提出了一些要求[9]。有些科目如解剖学和生理学要求学生能够识别和理解身体不同部位的功能，其他科目如涉及实用医学的科目要求学生识别症状，并检查患者的病史。仅向学习者提供课本和讲座是不够的，学习者需要有更多的细节和清晰度才能更好地理解医学科目。因此，医学电子学习系统必须能够为学生提供工具，以明确识别和描述身体的不同部分，包括视频和详细的数字;它还必须与其他医疗系统交互，为学生提供病人的病史，X光照片和处方药。医学电子学习系统需要比医院中其他类型的电子学习系统更高的交互性，例如，让学生关注某些症状，并询问有关该症状的具体问题。KSUHS要求：除了这些要求外，KSUHS为所需的电子学习系统增加了更多的要求。该系统必须利用电子学习中最先进和最新的技术。该系统必须具有可扩展性，以适应学生或大学工作人员的任何增加。它必须是可扩展的，可以添加新功能来进一步改进系统的功能。学生和教师必须有评估工具来评估学生的知识。该系统必须具有基于Web的界面，以便学生可以使用他们的互联网浏览器访问它，而不考虑学生的位置。该系统必须提供课堂自动化功能，并且能够允许讲课广播和视频会议。2.挑战电子学习系统的部署面临几个挑战。其中一些挑战是技术性的，其他挑战与学生的技能和大学工作人员技能有关。技术挑战：面对部署KSUHS电子学习系统的第一个技术挑战是需要包含在内容中的大量信息。内容应该包括不同的主题，讲义，演讲视频，教科书，手术视频等等......这些巨大的内容在成本和工作量方面都很昂贵，而且它需要几台服务器的存储容量足以保留这样的内容