【導(dǎo)讀】于網(wǎng)絡(luò)的教學(xué)材料的研發(fā)卻又使大西洋兩岸的人們走到了一起。媒體材料的經(jīng)驗(yàn)。這個(gè)組織由英國高等教育基金委員會(huì)的“教學(xué)技術(shù)項(xiàng)目”。于1993年出資建立。其開發(fā)課件的目標(biāo)為：創(chuàng)造一個(gè)基于高等教育標(biāo)準(zhǔn)。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)。料包含到他們的教學(xué)當(dāng)中。同樣，學(xué)生們也需要一個(gè)教學(xué)的背景材料來指。于是，由此組織開發(fā)的“充實(shí)化授課”的想法應(yīng)運(yùn)而生，靈活的核心資源集，以用于和現(xiàn)存的教學(xué)項(xiàng)目配合使用。編史學(xué)中的爭論及查詢中的主題行。內(nèi)容表提供了核心文章中各部分的鏈。接，作者信息，及其他的一些出處，學(xué)生們可以通過它來使用核心文章，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、口語，及縮略式。購買，及材料的數(shù)字化工作。盡管Microcosm易于使用，但實(shí)驗(yàn)證明它不易。于安裝且容易癱瘓；學(xué)生們發(fā)現(xiàn)Microcosm的多窗口給導(dǎo)航帶來了不便。我們并不想讓指導(dǎo)課代替正常授課；早期的評估和專家組的研究顯示，

　　

【正文】 heir requirements. The problem is exacerbated by frequently inadequate IT support for the use of puterassisted learning in history. In many institutions history departments have not taken sufficient advantage of existing IT services. Without instructors who have the necessary time and skills to implement courseware, arts and humanities resource officers bee even more important. These people can customize courseware for instructors and act as intermediaries with IT services. Institutions with dedicated arts resource officers are rare, however, and those with people dedicated to history even more so. CONCLUSION The problems of customizing courseware raises the question of whether our enrichedlecture model best promotes the use of puterassisted learning resources in the UK. With the amount of material currently being digitized, instructors my be able to choose and develop existing resources more effectively, and in a way that reflects their specific needs. It is easier now for people to locate appropriate existing digitized resources than to create them from scratch, as the Consortium did. There are also a number of technical developments that would make customization of our resources easier— for example, the use of Java script, CGI or ASP to provide a user friendly customization interface. A number of systems have recently been developed that allow instructors without knowledge of HTML to add content to their courses: Liverpool Hope University College39。s 39。Hope Live39。 system is an excellent example. Copyright clearance remains an impediment to a more widespread application of the Consortium39。s courseware, incurring the largest expense (apart from 15 salaries) in the project. It has also prevented our material being distributed via the Web. Instead the courseware is distributed on CDROM and then installed on the institution39。s intra. A large expenditure for a specific piece of courseware is not economically viable for either institutions or mercial publishers: the Consortium could only afford to develop the courseware through significant public funding. Arranging clearance for a digital collection to be used more generally for teaching (even if some restrictions remain) would be a more productive approach. In the final stages of our project, we explored possibilities for distributing the courseware outside the market of UK colleges and universities, in particular UK high schools and US universities.[7] In the British highschools market we found that many of the tutorials cut across the chronology or geography covered in the ALevel history curriculum (1618 year olds) rather than plemented it. This reduced the usefulness of the courseware and made it less likely that departments could justify a purchase. We also determined that while the courseware in some ways was not flexible enough for college and university levels, it was not sufficiently structured for highschool levels. In some cases too much material was presented in language too plex for highschool students to follow. In the US although the level and structure of the tutorials is appropriate, the decline of Euro and Anglocentric history courses in favor of those in world history has limited the courseware39。s potential usefulness. Despite the progress made by our courseware and others39。 in advancing the use of puterassisted learning in history instruction, much remains to be done. The 1998 Atkins Report on the Computers in Teaching Initiative (CTI) and the Teaching and Learning with Technology Support Network (TLTSN)— both national initiatives aimed at enhancing the use of information and munication technology (ICT) and improving teaching practice at the subject level— identified barriers to the greater use of puterassisted learning and ICT. These included: the lack of relevant, adaptable courseware of high quality。 the need for instructors to be trained in ICT, in order fully to 16 employ new media。 a lack of research into the effectiveness of different uses of ICT and of incentives for collaboration。 the rarity of ICT enthusiasts among senior and middle management。 the absence of rewards and incentives for innovative teaching。 and the lack of funds for research and development. The History Courseware Consortium has addressed the first and second of these points with our courseware and our attempts to provide support and instruction for those who use it. In association with the Courseware for History Implementation Consortium (CHIC) project we are currently researching the effectiveness of different ways of implementing puterassisted learning technologies, including our courseware, which will respond to the third point. By stimulating discussion and sharing experiences at both the national and international level, we hope to address the challenges that remain.