多媒体教学毕业论文外文翻译-管理系统(编辑修改稿)

多媒体教学毕业论文外文翻译-管理系统(编辑修改稿)内容摘要：

ic debates with source material enhances the teaching of traditional historical skills and underscores the awareness that history is an interpretative subject, driven by historiographical debate, and based on research with primary sources. APPLICABILITY AND QUALITY The Consortium sought to develop courseware of the highest standards that would have the broadest application. Existing courseware that we analyzed, 10 while often technically adept, lacked quality, or attempted to adapt content from a level of study not appropriate for students in higher education. As we created the pedagogical model, we divided the teaching of British history into four broad themes: women39。 s history, the industrial revolution and postindustrialization, mass politics, and the premodern period. Separating authorship of the tutorials from the production process so as not to limit the range of potential authors to those with the necessary technical skills, we then invited specialists to write tutorials on these themes. Rather than being restricted to sources available in digital format, authors were able to select material they thought was most appropriate。 the Consortium then und ertook the necessary copyright clearance, rights payments, and digitization. In this way we have included many unique resources in the tutorials that are not available elsewhere. In the twelve tutorials that we pleted there are over two thousand primary and secondary text sources, over 1000 images, maps, plans, film clips, tables and graphs and forty manipulatble data sets. ACCESSIBILITY One reason we identified for instructors39。 reluctance to use puter based material in teaching is the time it takes to grasp the technical aspects of the software. Thus we sought to create software that was intuitive and to minimize the amount of time students would have to spend learning to use it. We developed our prototype tutorials in the hypertext program Micro cosm. The advent of the Web and the burgeoning HyperText Markup Language (HTML) clearly indicated to us, however, that HTML has a number of functional and pedagogical advantages. Although Microcosm was straightforward to use, in trials it proved difficult to install and prone to crashing。 students found that Microcosm39。 s multiple windows made navigation confusing. Producing the courseware in HTML has permitted the materials to be viewed through a variety of familiar Web browsers, such as Netscape and Inter Explorer, which are among the most intuitive and least technically demanding software available. HTML39。 s hypertext links provide a more transparent 11 structure and still allow students to follow particular threads. The ability to configure helper applications in Web browsers allowed the Consortium to use its Data Handler tool for the automatic loading of manipulatble data sets and the Bitmap Viewer for encoded images.[6] Thus, a minimum of technical training is required to use the tutorials, which gives both instructors and students more time to devote to the study of history. FLEXIBILITY The enrichedlecture format, using HTML and Web browsers, makes the tutorials flexible learning tools. Ultimately, any hypermedia system represents a finite body of knowledge and a limited range of viewpoints but the authors have selected and organized their material in such a way as no t to lead students towards predetermined conclusions. Students and instructors are able to explore the material outside the set pathways。 a sufficient range and type of resources appear in the tutorials to allow for a variety of questions and interpretations to arise. Another key feature is that instructors can customize tutorials by, for example, adding their own materials, sources, and evidence, including new links, paths, biographies, bibliographies, and instructions. They can even add new core essays. In this way tutorials can grow and develop according to the instructor39。 s requirements. Each tutorial es with a Local Information File that provides a template for lecturers to add their own instructions, links or questions. In addition to the simple instructions in the local information file, the Consortium produced a Customisation Guide illustrating how to modify courseware in more extensive ways. When the courseware was released, we supported the guide with a program of demonstrations, workshops, and online training material to provide staff with the necessary HTML skills and concrete examples of how to customize their tutorials. A final objective of the Consortium was to support users of the courseware with information, training, and technical advice. We produced both printed and electronic manuals, as well as separate guides for students and instructors, including those on installation, the Data Handler, and customization. We also 12 established a subsc。