計算機外文翻譯--設(shè)計醫(yī)學(xué)教育方面的線上學(xué)習系統(tǒng)案例研究

1、<p>　　中文4180漢字，2600單詞，1.4萬英文字符</p><p>　計算機科學(xué)與技術(shù)學(xué)院</p><p>　畢業(yè)設(shè)計(論文)</p><p>　英文翻譯</p><p>　論文題目</p><p>　指導(dǎo)教師職 稱</p><p>　學(xué)生姓名學(xué) 號</p>

2、;<p>　專 業(yè)計算機科學(xué)與技術(shù)班 級</p><p>　系 主 任院 長</p><p>　起止時間</p><p>　　Designing E-learning Systems in Medical Education: A Case Study</p><p>　　Dr. Ahmed. I. Albarra

3、k</p><p>　　Family and Community Medicine</p><p>　　College of Medicine KSU, Riyadh, KSA</p><p>　　albarrak@ksu.edu.sa</p><p>　　Telephone: 00966557653684</p><p&

4、gt;　　Abstract：The 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 inf

5、ormation technology tools to provide learners with an environment that enable them to freely choose their learning material wherever they are, share their comments and questions with their colleagues and teachers, and as

6、sess the knowledge they gained. In medical education, there are s</p><p>　　Key words: e-learning, networks, teaching platform </p><p>　　Introduction </p><p>　　For ages, Education ha

7、s 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 material itself rather than the &q

8、uot;learners" and the differences between their capabilities and learning skills [1]. </p><p>　　The continuous and rapid advancement in information technology and communications led to the evolution of

9、the E-learning environment. E-learning systems are educational systems that utilize information technology resources such as the Internet, networking, and multimedia applications to enhance the learning process. E-learni

10、ng environments focus on the "learner" instead of the material itself. They allow the learners to study at their own pace according to their capabilities, communicate with co</p><p>　　E-learning sy

11、stems are usually used in distant learning 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

12、integrated learning) [3] to expand the resources available for students, and help them focus on their learning objectives. </p><p>　　E-learning systems have greatly expanded in recent years. In 2005, about 3

13、.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-lear

14、ning is expected to grow even more with the growth of the Internet and information technology infra-structure. </p><p>　　E-learning systems can be divided into four major components [5]; the infra-structure

15、which is responsible for transferring the learning material, as well as providing the physical storage for this material; the learning management system (LMS) which integrates all services for managing teaching and learn

16、ing activities; the learning content management system (LCMS) provides services for managing content; and the set of tools responsible for distributing content and providing interaction function</p><p>　　Bec

17、ause of the great importance of e-learning in modern education, and its role in improving the students' performance [6], King Saud University Hospitals (KSUHS) started to implement a modern e-learning system containi

18、ng 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 with the tools to manage their courses, and assess their knowledge. </p>

19、;<p>　　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

20、students in these colleges is 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

21、 KKUH together, and a 32 Mbps microwave link connecting the campus to KAUH</p><p>　　Requirements of the E-learning system: </p><p>　　The requirements of the e-learning system can be divided into

22、 three categories, general requirements, medical e-learning requirements, and KSUHS requirements.</p><p>　　General requirements: </p><p>　　In order for any e-learning system to be successful, it

23、 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 focus

24、ing on how to use 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

25、 and </p><p>　　Medical requirements: </p><p>　　The nature of medical education adds some requirements to the e-learning system [9]. Some subjects like anatomy and physiology require the students

26、 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 identify symptoms, and examine the patient history. It is

27、 not enough to provide the learner with text books and lectures, the learners need to have more details and clarity in order to under</p><p>　　KSUHS Requirements: </p><p>　　In addition to those

28、requirements, KSUHS added more requirements to the desired 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 a

29、ny increase in the students or university staff. It must be expandable, new features can be added to further improve the functionality of the system. There must be assessment tools both for the students and instructors t

30、o assess the students' knowledge. The s</p><p>　　Challenges: </p><p>　　There are several challenges facing the deployment of the e-learning system. Some of these challenges are technical, an

31、d others are related to the skills of the students and university staff skills. </p><p>　　Technical challenges: </p><p>　　The first technical challenge that faced the deployment of KSUHS e-learn

32、ing 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, videos of surgeries, etc...This h

33、uge content is expensive in terms of both cost and effort, and it needs several servers with storage capacities enough to keep such content. </p><p>　　The second challenge was the infrastructure; students ne

34、eded to have access to the system from everywhere inside the campus as well as outside the campus through the Internet. Access control methods had to be considered to prevent unauthorized access, infrastructure needed to

35、 be powerful enough to allow students to access the system reliably and easily. </p><p>　　Skill challenges: </p><p>　　When studies to build the system started, it was necessary to measure the st

36、udents' 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

37、 they use computers in general. The result of this questionnaire showed that although the students had reasonable general computer skills, they lacked the capabilities to use their skills in medical study and</p>

38、<p>　　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]. </p><p>　　The above challenges had

39、some impact on the design of our e-learning system as will be discussed in the next section.</p><p>　　System Design: </p><p>　　The first step in designing the system was to build a model that ta

40、kes into consideration the entire general, medical, and KSUHS requirements. This model should also overcome all challenges that may appear. </p><p>　　Figure 1 shows the model used to define the different com

41、ponents of the system. It also shows the system phases.</p><p>　　Figure.1. System Model and phases</p><p>　　As figure 2 shows, we decided to build the system in a three phase procedure. In the f

42、irst phase, classroom automation devices like interactive boards, control stations, projectors, audio visual equipment, document cameras as well as necessary software are installed. It was decided to install these device

43、s 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</p><p>　　In

44、order to support this phase, the network infrastructure is upgraded. KAUH local area network (LAN) is upgraded to support the new system capabilities, wireless networks are installed in KAUH and the faculty of medicine t

45、o 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 current network.</p><p>　　The

46、 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 i

47、ntroducing discussion boards and different collaboration tools to allow the students to interact with each other and with their instructors and professors to further improve their learning and understanding as previous s

48、tudies have showed [12] [13]. </p><p>　　The third phase provides the instructors with the tools to build and publish their own content (lectures, books, notes…) and provides assessment tools for the students

49、 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 w

50、ell which is providing the necessary interaction between the e-learning system and other hospital systems includi</p><p>　　This model fulfils all the requirements for the e-learning system. It is interactive

51、, easy to 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 intern

52、ational standards and can accommodate any new component; it interacts with different hospital systems; it provides class room automation, and lecture broadcasting; and it is an up-to-date system.</p><p>　　Fi

53、gure 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 how this e-learning system wi

54、ll 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.</p><p>　　Figure.2. Interaction a

55、nd Integration of the system</p><p>　　The three phase design has some important advantages in handling the different challenges. The first phase will provide the students with a starting point where they can

56、 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 informatics and computer skills making them ready

57、 for phase two where the features of collaborative learning are added to the system. This will make the student</p><p>　　For the instructors, this design will also give them the chance to gradually improve t

58、heir 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. </p><p>　　The first phase will

59、help build a huge content (lecture notes, videos…) that will be added to the system and will decrease the effort and cost of building content from scratch. </p><p>　　Besides the execution of these phases, th

60、ere 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 phases. </p><p>　　Future additions: </p><p>　　T

61、here 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 lea

62、rning in KSUHS and medical institutes around the world. 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 t

63、echnology.</p><p>　　Conclusion</p><p>　　The advances in information technology and e-learning made KSUHS keen to utilize this technology to enrich the learning environment, and to provide the st

64、udents 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 i

65、n this paper is a student centered model that uses both traditional and e-learning systems to provide the students with the fl</p><p>　　References</p><p>　　[1] Chen, Kinshuk, Wang; "Cyber S

66、chooling Framework: Improving Mobility and Situated Learning"; Fifth IEEE International Conference on Advanced Learning Technologies; Taiwan, 2005. </p><p>　　[2] Anderson; "Modes of interaction in

67、distance education: Recent developments and research questions"; Moore, M. G. & Anderson, W. G. (eds.), Handbook of Distance Education; Lawrence Erlbaum Associates, 2003, N. J. </p><p>　　[3] Hayashi

68、; Tominaga; Yamasaki; "Blended learning contents for university education"; The 7th International conference on Information Technology Based Higher Education and Training, 2006. </p><p>　　[4] The S

69、loan Consortium; "Growing by Degrees: Online Education in the United States, 2005"; http://www.sloan-c.org. </p><p>　　[5] Colace, De Santo, Pietrosanto; "Evaluation Models for E-learning Platf

70、orm: an AHP approach"; The 36th ASEE/IEEE Frontiers in Education Conference; 2006; San Diego, CA. </p><p>　　[6] Gierde C.L., Pipas C.F., Russell M. Teaching of medical informatics in UME-21 medical scho

71、ols: best practices and useful resources. Fam Med United States, Jan 2004; 36: S68-73. </p><p>　　[7] Seng, Hok; "Humanizing E-learning" 2003 International Conference on Cyberworlds, 2003; Singapore

72、 </p><p>　　[8] Giroire, Le Calvez,Tisseau; "Benefits of knowledge-based interactive learning environments: A case in combinatorics"; Proceedings of the Sixth International Conference on Advanced Le

73、arning Technologies, 2006. </p><p>　　[9] Mansour, A.A.H.; McGregor, J.; Franklin, M.; Poyser, J.; "Intelligent Medical Multimedia-Based Tutoring Systems: Design Issues"; IEEE Colloquium on Intellig

74、ent Decision Support Systems and Medicine; 1992.</p><p>　　[10] AlBarrak; "Medical informatics in undergraduate medical study"; Technology and Health Care; Volume 13, Issue 5(December 2005); Pages:

75、356 – 357. </p><p>　　[11] AlBarrak, AlGhammas; "Information Technology in Medical and Patient Education"; First International Conference & Exhibition on e-learning; April 2006. </p><

76、p>　　[12] Whitis GR; "A Survey of Technology-Based distance Education: Emerging Issues and Lessons Learned"; Association of Academic Health Centers, 2001; WashingtonDC. </p><p>　　[13] Castle; &qu

77、ot;Open-Circuit Television in Postgraduate medical Education"; Journal of Medical Education 1963; 38:254-60.</p><p>　　設(shè)計醫(yī)學(xué)教育方面的線上學(xué)習系統(tǒng):案例研究</p><p>　　Ahmed.I.Albarrak博士</p><p>　　

78、堪薩斯州立大學(xué)家庭和社區(qū)醫(yī)藥醫(yī)學(xué)院，利雅得，庫特薩蒙同仁公司</p><p>　　郵箱：albarrak@ksu.edu.sa</p><p>　　電話:00966557653684</p><p>　　摘要：信息技術(shù)方面不斷快速的發(fā)展使得在學(xué)習環(huán)境方面產(chǎn)生了重大改變，新的學(xué)習模式是傳統(tǒng)的學(xué)習模式和信息技術(shù)工具相結(jié)合。它提供給學(xué)者一個更好的環(huán)境，能使他們自由地選擇學(xué)

79、習材料，和他們的同學(xué)與老師分享他們的心得和問題，并且獲取知識。在醫(yī)學(xué)教育方面，在設(shè)計和實現(xiàn)這樣一個系統(tǒng)上面臨著幾個大的問題。這些問題包括必須將海量與多樣化的信息加入到電子教育系統(tǒng)中；同時學(xué)生們?nèi)鄙傩畔⒓夹g(shù)的技能，甚至導(dǎo)師在某些方面也存在著不足。阿拉伯紹德王大學(xué)是在這個領(lǐng)域最成功的大學(xué)之一，它旨在于實現(xiàn)最先進的技術(shù)提供給它的學(xué)生使他們擁有本領(lǐng)域成功所必須的知識和技能。阿拉伯紹德王大學(xué)醫(yī)學(xué)院已經(jīng)開始了建立一個醫(yī)學(xué)線上學(xué)習系統(tǒng)的進程，它包含了

80、這個領(lǐng)域最新的組件。本文將介紹阿拉伯紹德王大學(xué)醫(yī)學(xué)院所使用的模型和系統(tǒng)，將線上學(xué)習元素集成到教育活動中去以形成一個多元的學(xué)習環(huán)境。在那里學(xué)生們能夠使用所有的知識資源以提高他們的學(xué)習進程，同時解決在設(shè)計階段他們所面臨的問題。</p><p>　　關(guān)鍵詞：線上學(xué)習,網(wǎng)絡(luò)，教學(xué)平臺</p><p><b>　　1.引言</b></p><p>　　很

81、長時間，教育已經(jīng)是以上課為中心日復(fù)一日，聽講師提供必要的信息，經(jīng)歷考試評估知識。教育關(guān)注物質(zhì)本身而不是"學(xué)習者"，和他們的能力和學(xué)習技術(shù)的差異[1].</p><p>　　在信息技術(shù)和交流方面連續(xù)快速的提高導(dǎo)致線上學(xué)習環(huán)境的演變。線上學(xué)習系統(tǒng)是利用信息技術(shù)的資源如因特網(wǎng)，網(wǎng)絡(luò)，和多媒體應(yīng)用來提高學(xué)習過程。線上學(xué)習環(huán)境關(guān)注于學(xué)習者而不是資源本身。它允許以他們根據(jù)自己能力以自己的進度來學(xué)習，以群組

82、討論和視頻會議的方式同行、老師交流，通過在線測試評估自己。線上學(xué)習系統(tǒng)給予學(xué)習者很多大的靈活性，不管他們在哪個地方，哪個時區(qū)[2].</p><p>　　線上學(xué)習系統(tǒng)常常使用在遠距離教學(xué)使學(xué)生在不同的大陸獲得他們的學(xué)士和碩士學(xué)位。線上學(xué)習系統(tǒng)也能應(yīng)用在傳統(tǒng)學(xué)習（混合或集成的學(xué)習）的邊界去為學(xué)生擴展多樣的資源，幫助他們關(guān)注他們的學(xué)習目標。</p><p>　　在近年來，線上學(xué)習系統(tǒng)有了很大的

83、發(fā)展。在2005年，在美國大約有320萬學(xué)生擁有一個或多個在線課程[4]?，F(xiàn)在世界上越來越多的大學(xué)提供很多要么沒有或?qū)W生很少關(guān)注的課程。隨著因特網(wǎng)和信息技術(shù)基礎(chǔ)設(shè)施的增長，線上學(xué)習期待有一個更快的發(fā)展。</p><p>　　線上學(xué)習系統(tǒng)可分為四個主要組件[5];信息基礎(chǔ)設(shè)施負責傳輸學(xué)習資源，同時提供資源的物理存儲；學(xué)習管理系統(tǒng)（LMS）為管理教學(xué)和學(xué)習活動集成所有服務(wù)；學(xué)習內(nèi)容管理系統(tǒng)（LCMS）為管理內(nèi)容提供服

84、務(wù)；工具集負責分配內(nèi)容和提供交互功能。所提供的信息內(nèi)容被組織在一個稱為“l(fā)earning Objcets”的容器中，除了內(nèi)容本身，它提供了關(guān)于內(nèi)容（元數(shù)據(jù)）的說明性數(shù)據(jù)以便于恢復(fù)這些內(nèi)容。</p><p>　　由于線上學(xué)習在現(xiàn)代社會的重大重要性，和在提高學(xué)生成績的作用[6]，阿拉伯紹德王大學(xué)醫(yī)學(xué)院（KSUHS）開始實現(xiàn)一個現(xiàn)代線上學(xué)習系統(tǒng)包含技術(shù)發(fā)展水平的e-learing組件。這個系統(tǒng)將用于輔助和支持當前系統(tǒng)去

85、提供學(xué)生管理他們的課程的工具，并且獲得知識。</p><p>　　KSUHS代表醫(yī)學(xué)院，牙科醫(yī)學(xué)院，哈立德國王大學(xué)醫(yī)學(xué)院（KKUH），阿卜杜勒阿齊茲國王大學(xué)醫(yī)學(xué)院（KAUH）和法赫德國王心臟病學(xué)中心（KFCC）。這些學(xué)院的學(xué)生數(shù)目超過2000，教師的數(shù)目超過400。KSU的信息基礎(chǔ)設(shè)施和KKUH一起由100Mbps的互聯(lián)網(wǎng)接入校園，32Mbps微波鏈路連入KAUH。這些醫(yī)院的主要功能是教育、醫(yī)學(xué)研究、和向公眾提供

86、醫(yī)療服務(wù)。根據(jù)沙特的傳統(tǒng)，男生和女生在課堂教育上分開而不是在實踐上。大學(xué)的學(xué)術(shù)環(huán)境鼓勵學(xué)生去搞研究，和盡力提供他們必須的工具如實驗室、解剖學(xué)和心理學(xué)的軟件包。</p><p>　　2. 線上學(xué)習系統(tǒng)需求</p><p>　　線上學(xué)習系統(tǒng)需求分為3類，總體要求，醫(yī)學(xué)線上學(xué)習要求，KSUHS要求。</p><p><b>　　總體要求：</b>&

87、lt;/p><p>　　任何成功的線上學(xué)習系統(tǒng)，它必須有一些包括靈活性的特點，允許系統(tǒng)適應(yīng)每個學(xué)生的能力和目標[7]；交互性，學(xué)生能相互交流并且通過視頻會議或討論板與老師交流。同時，牢固的基礎(chǔ)設(shè)施去支持這個系統(tǒng)使學(xué)習者能簡單和快捷地進入系統(tǒng)。</p><p><b>　　醫(yī)學(xué)需求：</b></p><p>　　醫(yī)學(xué)教育的特點將給線上學(xué)習系統(tǒng)增加一些

88、要求[9]。有一些課程像解剖學(xué)和生理學(xué)要求學(xué)生能夠辨別和理解身體各部分的功能，其他學(xué)科像涉及到實踐的醫(yī)學(xué)要求學(xué)生辨別癥狀檢查病歷。單單提供書籍和課程給學(xué)生是不夠的，為了更好得理解醫(yī)學(xué)學(xué)科學(xué)生需要更多的詳細資料與細節(jié)。因此，醫(yī)學(xué)線上學(xué)習系統(tǒng)必須能夠提供給學(xué)生清楚地識別和描述身體不同部分的工具包括視頻和詳細圖表；它同時必須能和其他醫(yī)學(xué)系統(tǒng)交互以提供給學(xué)生一些病人詳細的病歷，他們的X-ray片，他們的醫(yī)學(xué)描述。醫(yī)學(xué)線上學(xué)習系統(tǒng)要求比其他線上學(xué)

89、習系統(tǒng)更高的交互性，在醫(yī)院允許學(xué)生關(guān)注于一些病癥，和詢問一些關(guān)于這個癥狀具體的問題。</p><p><b>　　KSUHS需求</b></p><p>　　除了上面的需求，KSUHS給目標線上學(xué)習系統(tǒng)增加了一個需求。這個系統(tǒng)必須利用當前e-learing最先進和最前沿的技術(shù)。這個系統(tǒng)必須是可升級的以便適應(yīng)學(xué)生和老師的增加。它必須是可擴展的，新的特點能被添加以進一步改

90、善系統(tǒng)的功能。同時，必須有對學(xué)生和老師對學(xué)生的知識進行評估的工具。這個系統(tǒng)必須有一個網(wǎng)絡(luò)接口允許學(xué)生進入，使用瀏覽器而不管學(xué)生身處何方。這個系統(tǒng)必須提供自動化的學(xué)習課堂，并且能夠支持課程廣播，視頻會議。</p><p><b>　　3.問題</b></p><p>　　在部署線上學(xué)習系統(tǒng)上有一些挑戰(zhàn)。有一些是技術(shù)上的，其他的是關(guān)于學(xué)生的技能和教學(xué)員工的技能方面的。&l

91、t;/p><p><b>　　技術(shù)問題：</b></p><p>　　KSUHS 線上學(xué)習系統(tǒng)部署面臨的第一個技術(shù)問題是需要被包括在學(xué)科中的海量信息。這些內(nèi)容包括不同的學(xué)科，講義筆記、講課視頻、教科書、外科手術(shù)視頻等等。這些內(nèi)容在成本和努力方面都是非常昂貴的，它需要一些擁有足夠能力的服務(wù)器去保存這些內(nèi)容。</p><p>　　第二個問題是基礎(chǔ)設(shè)施；

92、學(xué)生需要在校園的任何一個地方進入系統(tǒng)，同時在校外通過Internet也能進入該系統(tǒng)。訪問控制方法應(yīng)該被考慮去防止未被授權(quán)的訪問，基礎(chǔ)設(shè)施需要有足夠的能力保障學(xué)生可靠而且方便地訪問本系統(tǒng)。</p><p><b>　　技能問題：</b></p><p>　　當研究建設(shè)這個系統(tǒng)的時候，它是非常必要地出估計學(xué)生為這個新的系統(tǒng)在信息技術(shù)方面所做的準備的能力。為了保證這一方面，

93、一個調(diào)查問卷表應(yīng)該準備給學(xué)生[10]，涉及到他們是否有電腦，總體上他們怎么使用他們的計算機。這個調(diào)查問卷表的結(jié)果表明盡管學(xué)生有一般合理的計算機技能，但是他們?nèi)鄙僭卺t(yī)學(xué)研究和調(diào)查而使用計算機的技能。這個結(jié)果表明學(xué)生應(yīng)該接受適當?shù)挠?xùn)練以便更好地使用系統(tǒng)，同時推促我們增加醫(yī)學(xué)信息的課程給學(xué)生。</p><p>　　當教學(xué)員工被檢驗時，我們觀察到很多人也缺少為更好地使用這個系統(tǒng)所必須的技能。</p><

94、;p>　　上面的這些問題對我們的線上學(xué)習系統(tǒng)有一些影響，我們將在下一部分進行討論。</p><p><b>　　4. 系統(tǒng)設(shè)計</b></p><p>　　設(shè)計系統(tǒng)的第一步就是構(gòu)造一個模型，將總體需求、醫(yī)學(xué)、KSUHS需求考慮在內(nèi)。這個模型也應(yīng)該克服所可能遇到的挑戰(zhàn)。</p><p>　　圖1展示了定義系統(tǒng)不同組件的模型，同時也顯示了系統(tǒng)

95、階段。</p><p>　　圖1.系統(tǒng)模型和階段</p><p>　　正如圖1所展示的，我們決定通過三個階段構(gòu)建系統(tǒng)。第一階段，教室自動化設(shè)備像交互板，控制站，放映機，視聽設(shè)備，文件攝影機以及必要的軟件需要安裝。在15個定位處開始決定安裝這些設(shè)備；這些定位處需要3個遠程教室和6個移動教室。這個階段也包括安裝視頻會議設(shè)備像攝影機，聲音識別設(shè)備，和軟件。視頻入口也是這個階段的一部分，它提供一個

96、可搜索的目錄數(shù)據(jù)庫，直播視頻和視頻點播能力。在這個階段，數(shù)據(jù)從教室（文檔，筆記，視頻...）被上傳到參與課程的學(xué)生或以后在家需要使用的學(xué)生的入口。這個入口將有一個網(wǎng)絡(luò)接口以便讓學(xué)生和教員方便地進入。</p><p>　　為了支持這個階段，網(wǎng)絡(luò)基礎(chǔ)設(shè)施將要升級。KAUH本地局域網(wǎng)將被升級以支持新的系統(tǒng)，無線網(wǎng)絡(luò)被安裝在KAUH，而且醫(yī)學(xué)院允許學(xué)生使用無線激活設(shè)備像筆記本接入系統(tǒng)，必要的服務(wù)器以運行數(shù)據(jù)庫，視頻文件被

97、安裝和連接到當前網(wǎng)絡(luò)。</p><p>　　第二個階段包括安裝一個高級的LMS系統(tǒng)允許學(xué)生根據(jù)他們的需求和上檔定制內(nèi)容。這個階段將關(guān)注于提高協(xié)作學(xué)習，通過引入討論板和不同的協(xié)作工具允許學(xué)生相互交互以及與他們的導(dǎo)師和教授更進一步提高他們的學(xué)習和理解能力如前面研究所顯示的。[12][13]。</p><p>　　第三階段提供這些工具使導(dǎo)師去構(gòu)建和發(fā)布他們自己的內(nèi)容（課程，書籍，筆記...）和為

98、導(dǎo)師與學(xué)生提供評估工具。這個階段將允許導(dǎo)師跟進學(xué)生的進度，如果學(xué)生花了很長的時間去復(fù)習內(nèi)容。這個階段的另一個重要部分就是提供在線上學(xué)習系統(tǒng)和其他的醫(yī)院系統(tǒng)之間必要的交互，包括醫(yī)院信息系統(tǒng)（HIS），和從手術(shù)室拍攝的外科手術(shù)視頻，這些可能對學(xué)生有指導(dǎo)作用。</p><p>　　這個模型實現(xiàn)了線上學(xué)習系統(tǒng)的所有需求。它是交互性的，通過網(wǎng)絡(luò)接口很容易使用；它包含必須的服務(wù)器和基礎(chǔ)設(shè)施去支持帶寬和存儲重要的視頻和報告；它

99、是可擴展性和可升級的，因為它參照了國際標準并且能夠適應(yīng)任何新的組件；它和不同的醫(yī)院系統(tǒng)交互；它提供自動化的課堂教室，課堂廣播；它是一個最新的系統(tǒng)。</p><p>　　圖2展示了學(xué)生和導(dǎo)師在這個系統(tǒng)中交互的層次，同時和現(xiàn)有系統(tǒng)的集成情況。這個圖清楚地說明了線上學(xué)習系統(tǒng)怎么增加學(xué)生與導(dǎo)師在交互層次，集成過程怎么提高學(xué)生的學(xué)習經(jīng)驗。</p><p>　　圖2. 系統(tǒng)交互與集成</p>

100、;<p>　　這三個階段設(shè)計在處理不同的問題上有一些重要的優(yōu)點。第一個階段將提供學(xué)生一個起點，在那里他們能夠運用已有的技能從這個系統(tǒng)中獲益而且提高他們的學(xué)習經(jīng)驗；同時它也給予了提高他們在醫(yī)學(xué)信息和計算機技術(shù)上的能力，使他們?yōu)榈诙€階段做準備，這個階段合作的特點將被加入這個系統(tǒng)。這將使學(xué)生更加方便地使用系統(tǒng)，避免他們使用這個系統(tǒng)而感到失望。</p><p>　　對導(dǎo)師，這種設(shè)計也將給他們逐漸提高信息技

101、術(shù)的能力，在他們被要求與學(xué)生交互中獲利在第二個階段，同時，在第三階段構(gòu)造他們的目錄。</p><p>　　第一個階段將幫助構(gòu)建一個大型的目錄（講課筆記，視頻...），加入到這個系統(tǒng)中，減少為搜索而浪費的花費和努力。</p><p>　　除了這些階段的運行之外，將有不斷地為學(xué)生和導(dǎo)師培訓(xùn)以便從這個系統(tǒng)更多地獲益和為下一個階段做準備。</p><p><b>