【正文】 a lack of research into the effectiveness of different uses of ICT and of incentives for collaboration。s 39。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 subscriptionbased User Club to provide introductory and advanced training, produce case studies on teaching and customization, as well as support and advice through a help desk and Web site. The training focused on equipping staff with knowledge of the tutorials39。 depth and breadth of knowledge. The integration of academic mentary and historiographic 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。 1998 年關(guān)于 CTI 和TLTSN—— 兩個(gè)國(guó)家級(jí)的行動(dòng)，旨在加強(qiáng)信息通信技術(shù)的使用并促進(jìn)學(xué)科級(jí)的教學(xué)實(shí)踐 —— 的 Atkins報(bào)告指明了更廣泛使用計(jì)算機(jī)輔助教學(xué)和信息通信技術(shù)中存在的障礙。為一個(gè) 7 將被更廣泛應(yīng)用于教學(xué)的數(shù)字化募捐整理結(jié)算（即使一些約束仍然存在）將是一個(gè)更為有效的手段。隨著越來(lái)越多的材料被數(shù)字化，教師們將能夠以一種反映他們具體的需要的方式更加有效地選擇和開(kāi)發(fā)現(xiàn)存的資源。教師們還不能夠靈活地使用課件以滿足他們個(gè)體的要求。通過(guò)讓學(xué)生們分享不同的資源，它已經(jīng)成為小組學(xué)習(xí)的有效工具。涉及到如此多的教育機(jī)構(gòu)，尤其在評(píng)估階段，加強(qiáng)了分享材料的意識(shí)。令我們興奮的是，主體和類別間的交叉引用及理論與實(shí)踐間的相互作用，使得大量的信息、文檔和原始材料可以被人們利用。當(dāng)這個(gè)課件投放發(fā)行的時(shí)候，我們就用一個(gè)具有演示功能、工作區(qū)，及在線培訓(xùn)材料的程序來(lái)支持這個(gè)向?qū)?，以提供給員工們必要的 HTML技能和具體的例子來(lái)個(gè)性化他們的指導(dǎo)課。 靈活性： 這種使用了超文本標(biāo) 記語(yǔ)言和瀏覽器的充實(shí)化授課的形式，使指導(dǎo)課成為了靈活的學(xué)習(xí)工具。因此，我們致力于開(kāi)發(fā)人性化的軟件，以最大限度地減少學(xué)生們?cè)趯W(xué)習(xí)如何使用上所花費(fèi)的時(shí)間。 實(shí)用性及質(zhì)量 ： 這個(gè)組織尋求于開(kāi)發(fā)一種具備最高標(biāo)準(zhǔn)，具有最廣泛應(yīng)用的課件。例如，在講授新教徒改革的指導(dǎo)課上，馬克和斯科特就寫(xiě)了一篇核心文章，并結(jié)合了一個(gè)詳盡的案例和一些練習(xí)。其開(kāi)發(fā)課件的目標(biāo)為： 創(chuàng)造一個(gè)基于高等教育標(biāo)準(zhǔn)的基本教學(xué)法，使教學(xué)材料靈活易用，并為使用該課件的廣大師生提供必要的支持。 一個(gè)教學(xué)模型的開(kāi)發(fā)： 格拉斯哥大學(xué)的另一個(gè)項(xiàng)目 —— 在“問(wèn) 題解決中心”的歷史教學(xué)中計(jì)算機(jī)的應(yīng)用，收集了關(guān)于計(jì)算機(jī)在歷史教學(xué)中應(yīng)用的數(shù)據(jù)。盡管核心文章的數(shù)量和風(fēng)格在不同的指導(dǎo)課上，以及在他們的功能、外觀及結(jié)構(gòu)上都千差萬(wàn)別，有的作者仍樂(lè)于在他們的文章中體現(xiàn)更加線性 2 的思路，有的則更偏愛(ài)于多角度的主題。通過(guò)我們的分析，現(xiàn)存的課件往往技術(shù)上成熟，但質(zhì)量不足，抑或所編排的內(nèi)容不適合高校學(xué)生的學(xué)習(xí)程度。我們?cè)诔谋卷?xiàng)目 Microcosm中開(kāi)發(fā)了我們?cè)椭笇?dǎo)課。最終，任何超媒體系統(tǒng)都代表了一個(gè)有限的知識(shí)集和一組有限的觀點(diǎn)，但作者選擇和組織他們材料的方式并不會(huì)把學(xué)生們引到事先下好的結(jié)論中。 這個(gè)組織的最終目標(biāo)之一是為這個(gè)課件的用戶提供信息，培訓(xùn)，及技術(shù)建議上的支持。 盡管作者們發(fā)現(xiàn)以合適的格式和風(fēng)格制作核心文檔要相對(duì)簡(jiǎn)單，然而“充實(shí)化”材料所需花費(fèi)的時(shí)間仍然比我們想象的要長(zhǎng)。 教師通常大多在研討會(huì)上使用此課件，而學(xué)生們則可能在實(shí)驗(yàn)室里上機(jī)的時(shí)候使用，或獨(dú)立使用它來(lái)準(zhǔn)備課堂討論，或?yàn)樗麄円獙?xiě)的論文查找閱讀資料清單。考慮到較低的師生比率 ，越來(lái)越多的教學(xué)工作量，及每個(gè)學(xué)生越來(lái)越少的學(xué)習(xí)資源，這一點(diǎn)可能正好發(fā)揮了此課件的優(yōu)勢(shì)。盡管許多機(jī)構(gòu)已接受過(guò) HTML及如何針對(duì)具體的課程個(gè)性化其材料的培訓(xùn)，甚至當(dāng)一些教師具備相應(yīng)的技術(shù)技能并擔(dān)負(fù)較高的教研及管理職能時(shí)，他們?nèi)钥偸侨狈r(shí)間和資源來(lái)使課件適應(yīng)他們的需求?，F(xiàn)在，人們可能較容易地定位合適的現(xiàn)存的數(shù)字化資源，而不必像該組織當(dāng)初那樣從零開(kāi)始。 在我們工程的最后幾個(gè)階段里，我們嘗試將此課件的市場(chǎng)擴(kuò)展到英國(guó)的高等院校之外，尤其是英國(guó)的高中和美國(guó)的大學(xué)。其中包括：缺乏相關(guān)的適應(yīng)性強(qiáng)的高質(zhì)量課件；教師們?yōu)榱顺浞掷?新媒體而對(duì)信息通信技術(shù)培訓(xùn)的需求；缺乏對(duì)信息通信技術(shù)在不同應(yīng)用中有效性的研究及對(duì)合作的鼓勵(lì)；在中高管理層中信息技術(shù)熱愛(ài)者稀少；對(duì)于有創(chuàng)新性的教學(xué)未給與報(bào)酬和獎(jiǎng)勵(lì)；以及缺乏研發(fā)資金。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。 pedagogical design, teaching uses, range of material, as well as the necessary HTML skills. We also produced two newsletters that we distributed to all the history instructors in British colleges and universities, to promote the activities of the Consortium and raise awareness of the tutorials. RESULTS It was not our intention that the tutorials should replace lectures。Hope Live39。 the rarity of ICT enthusiasts among senior and middle management。 the need for instructors to be trained in ICT, in order fully to 16 employ new media。s User Club. A number of challenges remain in the development of puter assisted teaching in the UK. Although the tutorials have proven to be broadly 14 applicable and flexible tools, they have not been flexible