网络教学管理系统英文翻译

《网络教学管理系统英文翻译》由会员分享，可在线阅读，更多相关《网络教学管理系统英文翻译（31页珍藏版）》请在装配图网上搜索。

1、计算机科学与技术学院毕业设计(论文)英文翻译论文题目高级程序设计语言网络教学平台考试管理模块 指导教师余童兰职 称讲师学生姓名刘光亮学 号专 业计算机科学与技术班 级本08计算01班系 主 任吴取劲院 长谭敏生起止时间11月25日至6月6日12月9日Designing E-learning Systems in Medical Education: A Case StudyDr. Ahmed. I. AlbarrakFamily and Community MedicineCollege of Medicine KSU, Riyadh, KSATelephone: 84Abstract：The

2、 continuous and fast advances in information technology have led to a significant change in the learning environment, and the creation of a new learning model where traditional learning is mixed with information technology tools to provide learners with an environment that enable them to freely choo

3、se their learning material wherever they are, share their comments and questions with their colleagues and teachers, and assess the knowledge they gained. In medical education, there are several challenges facing the design and implementation of such a system. These challenges include the huge and d

4、iverse amount of information that must be added in e-education systems, as well as the lack of information technology skills between students, and in some cases between instructors. King Saud University is one of the leading universities in the region which aims to implement the most advanced techno

5、logies to provide its students with all the knowledge and skills they need to succeed in their fields. King Saud University hospitals have started the process of establishing a medical e-learning system containing the most up-to-date components in this field. This paper introduces the model and the

6、system used by King Saud University Hospitals to integrate e-learning elements into the educational activities to form a blended learning environment where the students can utilize all sources of knowledge to improve their learning process, as well as the challenges faced during the design phase and

7、 how they were confronted.Key words: e-learning, networks, teaching platform 1. Introduction For ages, Education has been centered on attending classes day after day, listening to a lecturer who provides the necessary information, and going through exams to assess knowledge. Education focused on the

8、 material itself rather than the learners and the differences between their capabilities and learning skills 1. The continuous and rapid advancement in information technology and communications led to the evolution of the E-learning environment. E-learning systems are educational systems that utiliz

9、e information technology resources such as the Internet, networking, and multimedia applications to enhance the learning process. E-learning environments focus on the learner instead of the material itself. They allow the learners to study at their own pace according to their capabilities, communica

10、te with colleagues and teachers through discussion groups and video conferencing, and assess themselves through online tests. E-learning environments provide the learners with the flexibility of studying regardless of their location, and time zone 2. E-learning systems are usually used in distant le

11、arning enabling students in different continents to obtain graduate and post graduate degrees. E-learning systems can also be used in conjunction with traditional learning (blended or integrated learning) 3 to expand the resources available for students, and help them focus on their learning objecti

12、ves. E-learning systems have greatly expanded in recent years. In , about 3.2 million students had one or more online course in the United States 4. A growing number of universities across the world are now offering many courses that require either no or very little student attendance. E-learning is

13、 expected to grow even more with the growth of the Internet and information technology infra-structure. E-learning systems can be divided into four major components 5; the infra-structure which is responsible for transferring the learning material, as well as providing the physical storage for this

14、material; the learning management system (LMS) which integrates all services for managing teaching and learning activities; the learning content management system (LCMS) provides services for managing content; and the set of tools responsible for distributing content and providing interaction functi

15、ons. The information content provided is organized in containers called learning objects which provide, in addition to the content itself, some descriptive data about the content (meta-data) that facilitates the retrieval of this content. Because of the great importance of e-learning in modern educa

16、tion, and its role in improving the students performance 6, King Saud University Hospitals (KSUHS) started to implement a modern e-learning system containing the state-of-art e-learning components. The built system will be used to assist and support the current systems and to provide the students wi

17、th the tools to manage their courses, and assess their knowledge. KSUHS represent the college of medicine, college of dental medicine, King Khaled University Hospital (KKUH), King Abdulaziz University Hospital (KAUH), and King Fahd Cardiology Center (KFCC). The number of students in these colleges i

18、s over two thousands, and the number of college staff is over four hundred. The infra-structure in King Saud University (KSU) consists of a 100 Mbps intranet connecting the campus colleges and KKUH together, and a 32 Mbps microwave link connecting the campus to KAUH. The main functions of these hosp

19、itals are education, medical research, and providing medical services to the public. According to the Saudi traditions, male and female students are separated in class education but not in practice. The university academic environment encourages the students to do research, and tries to provide them

20、 with the necessary tools like skill labs, and anatomy and physiology software packages. 1. Requirements of the E-learning system: The requirements of the e-learning system can be divided into three categories, general requirements, medical e-learning requirements, and KSUHS requirements.General req

21、uirements: In order for any e-learning system to be successful, it must have some features including flexibility, which allows the system to adapt to the capabilities and goals of every student 7; ease of use, which allows the learner to focus on the material itself rather than focusing on how to us

22、e the system 7; interactivity 8, where the learners can interact with each other and with their teachers through video conferencing or discussion boards; and solid infrastructure to support the system and provide the learners with easy and fast access to the system. Medical requirements: The nature

23、of medical education adds some requirements to the e-learning system 9. Some subjects like anatomy and physiology require the students to be able to identify and understand the function of different parts of the body, other subjects like those involving practical medicine require the students to ide

24、ntify symptoms, and examine the patient history. It is not enough to provide the learner with text books and lectures, the learners need to have more details and clarity in order to understand medical subjects well. Therefore, medical e-learning systems must be able to provide the students with the

25、tools to clearly identify and describe different parts of the body including videos and detailed figures; it also must interact with other medical systems to provide students with the medical history of their patients, their X-ray pictures, and their prescribed medicine. Medical e-learning systems r

26、equire a higher degree of interactivity than other types of e-learning systems in the hospital to allow the students to focus on some symptom for example, and ask specific questions regarding this symptom. KSUHS Requirements: In addition to those requirements, KSUHS added more requirements to the de

27、sired e-learning system. The system must utilize the most advanced and most recent technologies in e-learning. This system must be scalable to be able to accommodate any increase in the students or university staff. It must be expandable, new features can be added to further improve the functionalit

28、y of the system. There must be assessment tools both for the students and instructors to assess the students knowledge. The system must have a web based interface to allow the students to access it using their Internet browsers with no regard to the position of the student. The system must provide c

29、lass room automation capabilities, and is able to allow lecture broadcasting, and video conferencing.2. Challenges: There are several challenges facing the deployment of the e-learning system. Some of these challenges are technical, and others are related to the skills of the students and university

30、 staff skills. Technical challenges: The first technical challenge that faced the deployment of KSUHS e-learning system was the huge amount of information that needed to be included in the content. The content should include the different subjects, the lecture notes, lecture videos, text books, vide

31、os of surgeries, etc.This huge content is expensive in terms of both cost and effort, and it needs several servers with storage capacities enough to keep such content. The second challenge was the infrastructure; students needed to have access to the system from everywhere inside the campus as well

32、as outside the campus through the Internet. Access control methods had to be considered to prevent unauthorized access, infrastructure needed to be powerful enough to allow students to access the system reliably and easily. Skill challenges: When studies to build the system started, it was necessary

33、 to measure the students information technology skills to assess their readiness for the new system. In order to do this a questionnaire was introduced to the students 10 with questions involving whether they own computers, and how they use computers in general. The result of this questionnaire show

34、ed that although the students had reasonable general computer skills, they lacked the capabilities to use their skills in medical study and research. This result proved that students should receive proper training in order to utilize the system in the best way, and urged us to add courses in medical

35、 informatics to the students. When the skills of the teaching staff were examined, it was observed that many of them also lacked the necessary skills to use this system in the best way 11. The above challenges had some impact on the design of our e-learning system as will be discussed in the next se

36、ction.3. System Design: The first step in designing the system was to build a model that takes into consideration the entire general, medical, and KSUHS requirements. This model should also overcome all challenges that may appear. Figure 1 shows the model used to define the different components of t

37、he system. It also shows the system phases.Figure.1. System Model and phasesAs figure 2 shows, we decided to build the system in a three phase procedure. In the first phase, classroom automation devices like interactive boards, control stations, projectors, audio visual equipment, document cameras a

38、s well as necessary software are installed. It was decided to install these devices in fifteen locations to start with; these locations included three remote classrooms, as well as six mobile classrooms to be set up as needed. The first phase also includes the installation of video conferencing equi

39、pment like cameras, voice recognition devices, and software. The video portal is also a part of this phase and it provides a searchable content database, live video, and video-on-demand capabilities. In this phase, data from classrooms (documents, notes, videos) are uploaded into the portal which ca

40、n be used by the students either to participate in the lecture live or for later use when they are studying at home. The portal will have a web interface to facilitate student and staff access. In order to support this phase, the network infrastructure is upgraded. KAUH local area network (LAN) is u

41、pgraded to support the new system capabilities, wireless networks are installed in KAUH and the faculty of medicine to allow students to access the system using wireless enabled devices like laptops, and necessary servers to carry the database and video files are installed and connected to the curre

42、nt network.The second phase includes the installation of an advanced LMS system to allow the learners to customize the content according to their needs and goals. This phase will also focus on enhancing the collaborative learning by introducing discussion boards and different collaboration tools to

43、allow the students to interact with each other and with their instructors and professors to further improve their learning and understanding as previous studies have showed 12 13. The third phase provides the instructors with the tools to build and publish their own content (lectures, books, notes)

44、and provides assessment tools for the students and the instructors. This phase will also allow the instructors to follow up the progress of their students and if they are spending enough hours reviewing the content. There is another important part of this phase as well which is providing the necessa

45、ry interaction between the e-learning system and other hospital systems including the hospital information system (HIS), and surgery videos from the operating room which may be instructive to the students. This model fulfils all the requirements for the e-learning system. It is interactive, easy to

46、use through its web interface; it contains the necessary servers and infrastructure to carry the bandwidth and storage consuming videos and presentations; it is expandable and scalable because it follows international standards and can accommodate any new component; it interacts with different hospi

47、tal systems; it provides class room automation, and lecture broadcasting; and it is an up-to-date system.Figure 2 shows the level of interaction for the students and instructors with the system, as well as the integration of the system with the existing hospital systems. This figure shows clearly ho

48、w this e-learning system will increase the level of involvement for both students and instructors with the system, and how the integration process will enhance the learning experience for the students.Figure.2. Interaction and Integration of the systemThe three phase design has some important advant

49、ages in handling the different challenges. The first phase will provide the students with a starting point where they can use the skills they already have to benefit from the system and enhance their learning experience; it also gives them the chance to enhance their capabilities in medical informat

50、ics and computer skills making them ready for phase two where the features of collaborative learning are added to the system. This will make the students comfortable with using the system and prevent any disappointment that may prevent them from benefiting from the system.For the instructors, this d

51、esign will also give them the chance to gradually improve their information technology skills, and start benefiting from the system before they are asked to interact with the students in phase 2 and build their own content in phase 3. The first phase will help build a huge content (lecture notes, vi

52、deos) that will be added to the system and will decrease the effort and cost of building content from scratch. Besides the execution of these phases, there will be continuous training for both the students and the instructors to maximize their benefit from the system and to get them ready for next p

53、hases. 4. Future additions: There are many extensions that can be made to the system in the future. One of the important additions is sharing the content with different institutes in the kingdom, and in the world which can improve the quality of learning in KSUHS and medical institutes around the wo

54、rld. The expandability of the system will enable the addition of any new tool or feature that may appear and to take advantage of the latest developments in e-learning technology.5. ConclusionThe advances in information technology and e-learning made KSUHS keen to utilize this technology to enrich t

55、he learning environment, and to provide the students with the tools to enhance their learning capabilities. It is believed in KSUHS that integrating an e-learning system with traditional classroom teaching is the best approach for the students. The model discussed in this paper is a student centered

56、 model that uses both traditional and e-learning systems to provide the students with the flexibility they need to learn at their own pace and according to their needs, and to solve problems like lack of space in operating rooms and practical classes. The model introduces a high level of interactivi

57、ty further enhancing learning capabilities. The three phase design simplifies the change management process, and improves the students and instructors capabilities to use the system in the optimum way.6. References1 Chen, Kinshuk, Wang; Cyber Schooling Framework: Improving Mobility and Situated Lear

58、ning; Fifth IEEE International Conference on Advanced Learning Technologies; Taiwan, . 2 Anderson; Modes of interaction in distance education: Recent developments and research questions; Moore, M. G. & Anderson, W. G. (eds.), Handbook of Distance Education; Lawrence Erlbaum Associates, , N. J. 3 Hay

59、ashi; Tominaga; Yamasaki; Blended learning contents for university education; The 7th International conference on Information Technology Based Higher Education and Training, . 4 The Sloan Consortium; Growing by Degrees: Online Education in the United States, ; . 5 Colace, De Santo, Pietrosanto; Eval

60、uation Models for E-learning Platform: an AHP approach; The 36th ASEE/IEEE Frontiers in Education Conference; ; San Diego, CA. 6 Gierde C.L., Pipas C.F., Russell M. Teaching of medical informatics in UME-21 medical schools: best practices and useful resources. Fam Med United States, Jan ; 36: S68-73

61、. 7 Seng, Hok; Humanizing E-learning International Conference on Cyberworlds, ; Singapore 8 Giroire, Le Calvez,Tisseau; Benefits of knowledge-based interactive learning environments: A case in combinatorics; Proceedings of the Sixth International Conference on Advanced Learning Technologies, . 9 Man

62、sour, A.A.H.; McGregor, J.; Franklin, M.; Poyser, J.; Intelligent Medical Multimedia-Based Tutoring Systems: Design Issues; IEEE Colloquium on Intelligent Decision Support Systems and Medicine; 1992.10 AlBarrak; Medical informatics in undergraduate medical study; Technology and Health Care; Volume 1

63、3, Issue 5(December ); Pages: 356 357. 11 AlBarrak, AlGhammas; Information Technology in Medical and Patient Education; First International Conference & Exhibition on e-learning; April . 12 Whitis GR; A Survey of Technology-Based distance Education: Emerging Issues and Lessons Learned; Association o

64、f Academic Health Centers, ; WashingtonDC. 13 Castle; Open-Circuit Television in Postgraduate medical Education; Journal of Medical Education 1963; 38:254-60.设计医学教育方面旳e-learning系统:案例研究Ahmed.I.Albarrak博士堪萨斯州立大学家庭和小区医药医学院，利雅得，库特萨蒙同仁企业邮箱：电话:84摘要：信息技术方面不停迅速旳发展使得在学习环境方面产生了重大变化，新旳学习模式是老式旳学习模式和信息技术工具相结合。它提

65、供应学者一种更好旳环境，能使他们自由地选择学习材料，和他们旳同学与老师分享他们旳心得和问题，并且获取知识。在医学教育方面，在设计和实现这样一种系统上面临着几种大旳问题。这些问题包括必须将海量与多样化旳信息加入到电子教育系统中；同步学生们缺乏信息技术旳技能，甚至导师在某些方面也存在着局限性。阿拉伯绍德王大学是在这个领域最成功旳大学之一，它意在于实现最先进旳技术提供应它旳学生使他们拥有本领域成功所必须旳知识和技能。阿拉伯绍德王大学医学院已经开始了建立一种医学e-learning系统旳进程，它包括了这个领域最新旳组件。本文将简介阿拉伯绍德王大学医学院所使用旳模型和系统，将e-learning元素集成到教育活动中去以形成一种多元旳学习环境。在那里学生们可以使用所有旳知识资源以提高他们旳学习进程，同步处理在设计阶段他们所面临旳问题。关键词：e-learning,网络，教学平台1.引言很长时间，教育已经是以上课为中心日复一日，听讲师提供必要旳信息，经历考试评估知识。教育关注物质自身而不是