計(jì)算機(jī)專業(yè)畢業(yè)設(shè)計(jì)外文翻譯--評(píng)價(jià)基于web的圖書館指令程序

1、<p><b>　　附件（英文翻譯）</b></p><p>　　EVALUATION OF WEB-BASED LIBRARY INSTRUCTION PROGRAMS</p><p>　　By Tess Tobin & Martin Kesselman</p><p><b>　　Purpose</b>

2、;</p><p>　　The World Wide Web (WWW) is changing the way academic libraries teach and learn. Academic libraries have embraced the potential of the WWW developing innovative ways to meet the needs of users. On

3、e of these ways is to deliver automated bibliographic instruction in the form of web-based tutorials. This paper will review recommended guidelines for web-based instruction and will provide a framework for libraries wo

4、rldwide in designing web-based instructional programs.</p><p>　　The stated purpose is to identify important design and evaluation criteria for webbased literacy/information instruction. Building on an initia

5、l investigation, the author examined library instruction literature to see what criteria was available for those wanting to create effective web-based training modules. The author also looked at non-library literature to

6、 find web-based training criteria, which was then compared to the criteria developed by library professionals. Over a two-year period, t</p><p>　　To date there are very few end-user studies in the library i

7、nstruction literature regarding online tutorials. The last section of this paper will report on assessment and usability studies of web learning modules.</p><p>　　Introduction</p><p>　　Computer

8、scientists have been researching the principals behind effective interface design of computer applications since the 1940's. Stover and Zink report that with the emergence of the World Wide Web in the early 1990'

9、s, organizations of all types are recognizing the importance of the World Wide Web as a tool, not only for gaining access to information, but also as a means of disseminating information about their activities, products,

10、 and services.</p><p>　　Academic librarians have endorsed the possibilities of the WWW and first began to use web technology to create home pages, as starting points, or gateways for searching for informatio

11、n about the library. A home page reflects the institutional character of the university or college and is unique in that it gives the library the opportunity to express its own mission and philosophy.</p><p>

12、;　　With the growth of distance learning and the need to offer services to patrons off campus as well as in the library, the libraries needed to explore other ways to deliver library information skills. The WWW provides a

13、 dynamic environment for distributing information over a large network and web-based instruction is becoming the desired tool for these new users. In the web environment it doesn't matter if the user is connecting to

14、 library resources on the computer in the library, elsewhere on cam</p><p>　　Developing an online module can be a challenge for many libraries. As librarians approach this task they should not overlook the g

15、roundwork laid by computer scientists in the field of computer interface design and computer/human interaction. The knowledge the instruction librarian brings to the task gathered from their classroom experiences and the

16、 findings from computer-assisted learning studies need to be considered when planning the design, content and evaluation of a web-based tutorial.</p><p>　　What is web-based instruction?</p><p>　

17、　Web-based training (WBT) is an innovative approach to distance learning in which computer-based training is transformed by the technologies and methodologies of the World Wide Web (WWW), the Internet, and Intranets.2 It

18、 allows self-directed, self-paced instruction in any topic. WBT is media-rich training fully capable of evaluation, adaptation, and remediation that can provide the available tools to organize and deliver content into we

19、ll-crafted teaching systems.</p><p>　　WBT has certain distinguishing characteristics, which makes it an ideal tool for bibliographic instruction. WBT is an interactive tool. It expands upon computer-based tr

20、aining with activities like discussion forums, mail lists and chat sessions. The user sets his/her pace and direction.</p><p>　　The library instruction literature points to active learning as the best means

21、to deliver bibliographic instruction.3 The interactivity component of WBT is a twoway interaction. The user inputs to the system and the system provides feedback that either reinforces the user or provides guidance for l

22、earning. This can be measured by having the user select the correct response and guide the user to continue if an incorrect response is made. WBT can also meet the needs of diverse populations and lear</p><p&g

23、t;　　Web-based training is not a collection of information pages. Presently, an examination of many library instruction pages shows that libraries have rushed to embrace this new technology and they are using it effective

24、ly. Some librarians have created multiple pages full of text with complete verbal explanations of the objectives of the desired library skills. These sites are uninteresting and do not involve the user. Creating a table

25、of contents with links to full page documents is a misuse of the</p><p>　　An interactive component such as a quiz or feedback form tests the user's knowledge and allows the librarian to determine the eff

26、ectiveness of the learning. Without this component, the librarian cannot monitor the learning, and thus cannot adapt the module to best suit the learner. Assessing the modules and reviewing them to alleviate confusion an

27、d frustration will go a long way to help keep the learner motivated and more willing to work through the objectives and attain information literacy.</p><p>　　The content and objectives of the web-based tutor

28、ials examined for this study varies greatly. Some tutorials take the user through the physical layout of the library with maps and pictures. The next type of tutorial explains basic library skills and can offer a glossar

29、y of library terms. Another type of tutorial offers instruction on using the library's OPAC, and leads the user through the steps of locating books, magazines and other library materials. To be effective these tutori

30、als should be l</p><p>　　The next level of tutorial presents the more conceptual aspects of information literacy. These are tutorials on the research process and evaluation of sources. Some of these tutorial

31、s review various library networked databases while explaining Boolean and keyword and subject searching techniques. Searching the Internet is a focus of many tutorials, along with interactive modules that offer guideline

32、s on how to evaluate Internet sources. Each tutorial is different in design, content and instructi</p><p>　　Web Design and Evaluation Criteria by Library Professionals</p><p>　　For librarians de

33、veloping online instructional tutorials to supplement their bibliographic instruction programs, the web guidelines developed by the Library Instruction Round Table (LIRT)4, of the American Library Association should be c

34、onsidered. LIRT advocates library instruction as a means for developing competent library and information use as a part of lifelong learning. The LIRT homepage has links to the Top Ten Instruction Articles for the past t

35、hree years, and links to Library Instructio</p><p>　　The Instruction Section Teachings Methods Committee,5 a committee of the American Association of College and Research Libraries (ACRL) has also prepared w

36、eb criteria for instruction. This committee is charged with providing a forum for librarians interested in both the theoretical and practical aspects of teaching methods. These guidelines are intended to help libraries&#

37、39; efforts in webbased instruction and are more pedagogical in nature and reflective of the committee's mission to have librarian</p><p>　　The original page included Access, Design and Layout, Content a

38、nd Audience. Updates have been made and the standard on content now states that pages should be tight and concise - they convey 'just the facts' without excess verbiage. Many library tutorials are heavy on text.

39、Web-based material should not read like a book. The presentation and delivery of online information have their own unique characteristics. Research indicates that the page will either capture the attention of the user or

40、 it w</p><p>　　The evaluation criteria for design is now divided into two parts. General Design and Layout covers some basic design elements to web page development. Large pages should be broken down into di

41、screte pages. Graphics should help to convey information and not just be decorative; each page should have a clear title and includes headers and footers.</p><p>　　The newest standard, Design and Layout of I

42、nteractive Tutorial Material, incorporates interactivity into the tutorials. Exercises, which provide feedback and test whether the student has grasped the concepts, are needed. This supports the learning theory behind b

43、ibliographic instruction that the modules need to engage and promote active learning. Navigational mechanisms which allow learners to repeat or move around within the tutorial have proven to be more effective ways to pre

44、sent information </p><p>　　Last but not least, the criteria considers the audience as a necessary element. The content and links should be suitable to the user. The site should address a particular facet of

45、library instruction. This would mean that the page should clearly state the objectives and goals of the instruction unit being presented. It is important to note that the IS Teaching Methods Committee referred to the LIR

46、T Web Standards along with the guidelines and evaluation criteria used by Argus Clearinghouse6, Cybe</p><p>　　Another ACRL committee, the Instruction Section Emerging Technology Committee9 has acted more as

47、an information sharing vehicle and facilitator for librarians interested in sharing instructional materials that they have designed in a networked environment. One of the committee's projects is the ACRL/CNI Internet

48、 Education Project10, which has developed selection criteria used to review and evaluate instructional materials libraries wish to post on the web. The ten criteria statements require tha</p><p>　　Web Design

49、 and Evaluation Criteria in Non-Library Sources</p><p>　　Business organizations delivered instructional models via the web long before the library community. Large corporations, which have spent millions on

50、training, have found more cost-effective and successful ways of teaching employees using this platform. Their experience and research in this arena is valuable to librarians planning web-based tutorials. There are many s

51、ites that cover web design for training, but there are two worth mentioning for this study.</p><p>　　Walt Howe has posted a series of articles called Web Page Quality12 including Evaluating Quality, Producin

52、g Quality Web Page Content, and Creating Web Page Design which have been covered in the library guidelines. Test Your Pages is an important component that does not appear in any of the library guidelines up to now.</p

53、><p>　　Another site useful for this study is the WBT Information Center13. The section Primer has rules for Good Web Design and The Development Process guides one through the essential steps for developing web-

54、based training from user analysis, interface design, usability testing, instructional design, scripting and coding. The Center also has links to Web Style Guides, Discussion Groups and Articles and Position Papers on web

55、-based training. This site is attractive and is one stop shopping for those i</p><p>　　Assessment and Usability Studies</p><p>　　Evaluating instructional programs is essential. This appears to b

56、e the step lacking from the library guidelines and is absent in 90% of the library tutorials examined. There is no one way to evaluate student learning, and librarians have struggled with this issue long before web-based

57、 instruction.</p><p>　　Assessment can take many forms. Librarians could do a pretest and a posttest. It could be an evaluation form distributed after the class or it could simply, be a question and answer se

58、ssion. These formats cannot be included in many web-based training programs due to constraints of the software.</p><p>　　Usability studies are one way to make formal evaluations. Time, money and staffing are

59、 required. At the recent Association of College and Research Libraries Annual Conference in Detroit, Michigan in the presentation, "The User is the Expert, "14 three librarians reported on their experience usin

60、g usability studies to inform gateway and tutorial web designs. The design should be user-centered and the methods to achieve can include the more costly but accurate testing methods of formal usability t</p><

61、p>　　The IFLA Study</p><p>　　The IFLA Study and presentation includes a detailed examination of these criteria while highlighting worldwide library websites that demonstrate effective use of these design f

62、eatures. The presentation will also review the library use of new webbased courseware products now on the market such as WebCT.</p><p>　　The Web is not a static environment and so any guidelines drawn up for

63、 web-based instruction have to change with the technology. The fact that these guidelines are being updated is a healthy sign that librarians are sharing the successes and the mistakes they have encountered when developi

64、ng a web-based library. This is one of the best forms of evaluation. This is a sound progression and it is important that the focus of library instruction remains developing life-long learners and technology is</p>

65、<p>　　評(píng)價(jià)基于Web的圖書館指令程序*</p><p>　　作者：苔絲托賓和馬丁賽爾曼</p><p><b>　　目的</b></p><p>　　萬(wàn)維網(wǎng)（WWW）是改變了高校圖書館教學(xué)和學(xué)習(xí)。大學(xué)圖書館已經(jīng)接受了潛在的WWW發(fā)展創(chuàng)新的方式滿足用戶的需求。這些方式之一是提供自動(dòng)化的Web表單書目教學(xué)的輔導(dǎo)材料。本文將審查建

66、議的指導(dǎo)方針基于網(wǎng)絡(luò)的教學(xué)，并提供一個(gè)網(wǎng)上圖書館的設(shè)計(jì)全球框架為基礎(chǔ)的教學(xué)計(jì)劃。</p><p>　　據(jù)稱目的是確定重要的設(shè)計(jì)和評(píng)估基于網(wǎng)絡(luò)的掃盲標(biāo)準(zhǔn)/信息指令。在初步調(diào)查的基礎(chǔ)上，作者文學(xué)教學(xué)研究圖書館，看看是什么標(biāo)準(zhǔn)，對(duì)于那些希望建立有效的網(wǎng)絡(luò)提供者的培訓(xùn)模塊。作者還研究了非圖書館文獻(xiàn)，找到網(wǎng)頁(yè)為基礎(chǔ)的培訓(xùn)標(biāo)準(zhǔn)，這是當(dāng)時(shí)比較的圖書館專業(yè)人員制定的標(biāo)準(zhǔn)。過(guò)去一兩年內(nèi)，提交人能夠注意到一個(gè)進(jìn)度和由圖書館專業(yè)人員，

67、反映，不僅發(fā)展的指導(dǎo)方針的轉(zhuǎn)變，在技術(shù)本身的改進(jìn)，但圖書館更好的理解什么元素需要結(jié)構(gòu)有效的在線書目教學(xué)計(jì)劃。圖書館準(zhǔn)則審查了書目指示確定的可用性和不足的既定標(biāo)準(zhǔn)內(nèi)，目前的研究情況。 </p><p>　　迄今為止，很少有最終在圖書館指令有關(guān)在線教程文學(xué)的用戶研究。本文的最后一節(jié)將報(bào)告評(píng)估和學(xué)習(xí)模塊的網(wǎng)絡(luò)可用性研究。 </p><p><b>　　導(dǎo)言 </b><

68、/p><p>　　計(jì)算機(jī)科學(xué)家一直在研究有效的背后的計(jì)算機(jī)應(yīng)用程序界面設(shè)計(jì)以來(lái)的校長(zhǎng)1940年。 Stover和辛克報(bào)告說(shuō)，隨著萬(wàn)維網(wǎng)在90年代初，所有類型的組織的出現(xiàn)已認(rèn)識(shí)到作為一個(gè)工具的萬(wàn)維網(wǎng)的重要性不僅為獲取信息，而且還作為一種傳播手段，有關(guān)的活動(dòng)，產(chǎn)品和服務(wù)。</p><p>　　學(xué)術(shù)圖書館都贊同的WWW的可能性和剛開始使用的網(wǎng)絡(luò)技術(shù)，以創(chuàng)建為出發(fā)點(diǎn)，或網(wǎng)關(guān)主頁(yè)，為有關(guān)圖書館信息檢索。

69、一個(gè)主頁(yè)，反映了大學(xué)或?qū)W院的機(jī)構(gòu)性質(zhì)，是因?yàn)樗o圖書館的機(jī)會(huì)表達(dá)自己的使命和理念獨(dú)特。 </p><p>　　隨著遠(yuǎn)程教育的發(fā)展和需要提供校外服務(wù)，顧客以及在圖書館，圖書館需要探索其他途徑來(lái)實(shí)現(xiàn)圖書館信息技能。萬(wàn)維網(wǎng)提供分發(fā)了一個(gè)大型網(wǎng)絡(luò)和網(wǎng)絡(luò)信息的動(dòng)態(tài)環(huán)境為基礎(chǔ)的教學(xué)正在成為這些新用戶的理想工具。在網(wǎng)絡(luò)環(huán)境中也不要緊，如果用戶要連接到庫(kù)中的計(jì)算機(jī)圖書館資源，在校園內(nèi)或其他地方從他/她的家。 </p>

70、<p>　　開發(fā)一個(gè)在線模塊可以成為許多圖書館的挑戰(zhàn)。由于圖書館執(zhí)行這項(xiàng)任務(wù)，他們不應(yīng)該忽視在計(jì)算機(jī)界面設(shè)計(jì)和計(jì)算機(jī)/人機(jī)交互領(lǐng)域的計(jì)算機(jī)科學(xué)家奠定了基礎(chǔ)。指令的知識(shí)圖書館帶來(lái)的經(jīng)驗(yàn)，從他們的教室中收集的任務(wù)，從計(jì)算機(jī)的結(jié)果輔助學(xué)習(xí)研究，需要考慮在規(guī)劃設(shè)計(jì)，內(nèi)容和網(wǎng)絡(luò)的評(píng)估為基礎(chǔ)的教程。 </p><p>　　什么是網(wǎng)絡(luò)為基礎(chǔ)的教學(xué)？ </p><p>　　基于Web的培訓(xùn)（

71、簡(jiǎn)稱WBT）是一種創(chuàng)新的方法，遠(yuǎn)程學(xué)習(xí)中，基于計(jì)算機(jī)的培訓(xùn)是由技術(shù)和萬(wàn)維網(wǎng)（WWW）的方法改變，互聯(lián)網(wǎng)和Intranets.2它允許自我導(dǎo)向，自我節(jié)奏教學(xué)的任何話題。網(wǎng)上學(xué)習(xí)是富媒體培訓(xùn)充分的評(píng)價(jià)，適應(yīng)能力和修復(fù)能力，能夠提供可用的工具來(lái)組織和實(shí)施好到內(nèi)容制作的教學(xué)系統(tǒng)。 </p><p>　　網(wǎng)上學(xué)習(xí)有一定的顯著特點(diǎn)，這使得它成為書目教學(xué)的理想工具。網(wǎng)上學(xué)習(xí)是一個(gè)互動(dòng)的工具。它詳細(xì)闡述了基于計(jì)算機(jī)的如論壇，郵件

72、列表和聊天會(huì)話活動(dòng)的培訓(xùn)。用戶設(shè)置他/她的速度和方向。 </p><p>　　圖書館文學(xué)教學(xué)點(diǎn)的最佳手段，積極的學(xué)習(xí)書目instruction.3提供的網(wǎng)上學(xué)習(xí)交互組件是一個(gè)twoway互動(dòng)。用戶輸入到系統(tǒng)，該系統(tǒng)提供的反饋，要么加強(qiáng)了用戶或提供學(xué)習(xí)指導(dǎo)。這可以衡量有用戶選擇了正確的反應(yīng)和指導(dǎo)用戶如果繼續(xù)作出不正確的反應(yīng)。網(wǎng)上學(xué)習(xí)也能滿足不同人群和學(xué)習(xí)方式的需要。多與在線培訓(xùn)模塊使用可以幫助所有類型的學(xué)習(xí)風(fēng)格的媒

73、體 - 視覺(jué)，語(yǔ)言和聽(tīng)覺(jué)。 </p><p>　　基于Web的培訓(xùn)，是不是信息的網(wǎng)頁(yè)集合。目前，許多圖書館的教學(xué)網(wǎng)頁(yè)的研究表明，圖書館已送往接受這一新技術(shù)，他們有效地使用它。有些圖書館已經(jīng)創(chuàng)建了所需的技能庫(kù)的目標(biāo)，完成口頭解釋多個(gè)網(wǎng)頁(yè)文本完全。這些網(wǎng)站是無(wú)趣的，不涉及用戶。創(chuàng)建與整頁(yè)文件的鏈接目錄是該技術(shù)的濫用，而不是互動(dòng)的學(xué)習(xí)工具。 一個(gè)如測(cè)試或反饋表交互式組件測(cè)試用戶的知識(shí)，并允許圖書館確定的學(xué)習(xí)成效。如果沒(méi)

74、有這一部分，圖書館無(wú)法監(jiān)控學(xué)習(xí)，因此無(wú)法適應(yīng)模塊最適合的學(xué)習(xí)。評(píng)估模塊和審查，以紓緩混亂和挫折，將大大地有助于保持學(xué)習(xí)者的動(dòng)機(jī)，更愿意通過(guò)實(shí)現(xiàn)的目標(biāo)和信息素養(yǎng)。</p><p>　　內(nèi)容和目標(biāo)的網(wǎng)絡(luò)為基礎(chǔ)的這項(xiàng)研究審查指南差別很大。一些教程采取通過(guò)了地圖和圖片庫(kù)的物理布局的用戶。該教程講述了基本圖書館的技能和能提供圖書館術(shù)語(yǔ)下一個(gè)類型。另一項(xiàng)關(guān)于使用圖書館的OPAC型教學(xué)教程提供，并導(dǎo)致通過(guò)定位書籍，雜志和其他圖

75、書館資料的步驟用戶。為了有效這些教程應(yīng)該學(xué)習(xí)單元，以促進(jìn)圖書館的體制需要和有關(guān)的資料庫(kù)，圖書館wises技能的用戶能夠?qū)崿F(xiàn)。</p><p>　　在下一階段的教程介紹了更多的信息素養(yǎng)的概念方面。這些都是在研究過(guò)程和來(lái)源的評(píng)價(jià)教程。這些教程的一些審查各圖書館的網(wǎng)絡(luò)數(shù)據(jù)庫(kù)，同時(shí)解釋布爾和關(guān)鍵字和主題搜索技術(shù)?；ヂ?lián)網(wǎng)搜索是許多教程重點(diǎn)，以及以互動(dòng)模塊，關(guān)于如何評(píng)估網(wǎng)絡(luò)資源提供指引。每個(gè)教程是不同的設(shè)計(jì)，內(nèi)容和教學(xué)水平，

76、反映了個(gè)性和各圖書館的性質(zhì)。 </p><p>　　網(wǎng)頁(yè)設(shè)計(jì)及評(píng)價(jià)標(biāo)準(zhǔn)的圖書館專業(yè)人員 </p><p>　　對(duì)于圖書館開發(fā)在線教學(xué)輔導(dǎo)，以補(bǔ)充它們的書目指令程序，在網(wǎng)上圖書館教學(xué)圓桌會(huì)議（LIRT）4，美國(guó)圖書館協(xié)會(huì)制定的準(zhǔn)則應(yīng)予以考慮。 LIRT主張作為發(fā)展的主管圖書館和信息作為終身學(xué)習(xí)的一部分使用的方法庫(kù)指令。該LIRT網(wǎng)頁(yè)已過(guò)去三年鏈接十大教學(xué)章程，并在圖書館教學(xué)教程的鏈接。今年7

77、月，1997年LIRT研究委員會(huì)在網(wǎng)站上發(fā)布了評(píng)價(jià)標(biāo)準(zhǔn)頁(yè)。在這三個(gè)基本元素LIRT建議包括在網(wǎng)頁(yè)被訪問(wèn)的時(shí)間，設(shè)計(jì)和內(nèi)容。本頁(yè)面已經(jīng)發(fā)展，現(xiàn)在是所謂的Web標(biāo)準(zhǔn)與準(zhǔn)則。關(guān)于訪問(wèn)部分不再是因?yàn)閃eb瀏覽器和服務(wù)器組成部分，已成為更快，更穩(wěn)定。內(nèi)容和設(shè)計(jì)元素更簡(jiǎn)單和列表技術(shù)要點(diǎn)。最重要的是避免，而不是什么使上提供了一個(gè)很好的網(wǎng)頁(yè)標(biāo)準(zhǔn)元素。新增加的網(wǎng)頁(yè)是“程序/技術(shù)?！边@一新元素是指HTML編碼和決議的要求和設(shè)置。網(wǎng)絡(luò)標(biāo)準(zhǔn)和指南是有用的，從技

78、術(shù)角度和指導(dǎo)圖書館員應(yīng)檢討。 </p><p>　　該指導(dǎo)課教方法委員會(huì)，五日起，高校和研究圖書館（證書撤消列表）美國(guó)會(huì)委員會(huì)還編寫了教學(xué)網(wǎng)絡(luò)標(biāo)準(zhǔn)。該委員會(huì)將負(fù)責(zé)提供一個(gè)無(wú)論是教學(xué)方法的理論和實(shí)踐方面感興趣的圖書館論壇。這些準(zhǔn)則的目的是幫助基于網(wǎng)絡(luò)的教學(xué)圖書館的努力，而且更教學(xué)性質(zhì)，該委員會(huì)的任務(wù)有圖書館反映在他們的教學(xué)事業(yè)的成功。由于網(wǎng)上教學(xué)是很多，準(zhǔn)則是徹底的新格式，設(shè)計(jì)標(biāo)準(zhǔn)是與什么是成功的網(wǎng)上培訓(xùn)計(jì)劃一致。

79、這些指導(dǎo)方針，更新了過(guò)去兩年來(lái)3次，都跟上了技術(shù)的進(jìn)步。</p><p>　　原來(lái)的網(wǎng)頁(yè)中獲取，設(shè)計(jì)和布局，內(nèi)容和觀眾。已更新和內(nèi)容標(biāo)準(zhǔn)已經(jīng)規(guī)定，網(wǎng)頁(yè)應(yīng)嚴(yán)密和簡(jiǎn)潔 - 他們傳達(dá)'空話，只是沒(méi)有多余的事實(shí)'。許多圖書館的教程是大量的文字?；赪eb的材料不應(yīng)看像一本書。的介紹和網(wǎng)上信息傳遞有自己獨(dú)特的特點(diǎn)。研究表明，網(wǎng)頁(yè)要么捕獲用戶的注意或不會(huì)。 </p><p>　　設(shè)計(jì)的

80、評(píng)價(jià)標(biāo)準(zhǔn)也分成兩部分。一般的設(shè)計(jì)和布局包括一些基本設(shè)計(jì)元素到網(wǎng)頁(yè)的發(fā)展。大型網(wǎng)頁(yè)應(yīng)該被分解為獨(dú)立的網(wǎng)頁(yè)。圖形應(yīng)有助于傳遞信息，而不只是裝飾，每一頁(yè)應(yīng)具有明確的所有權(quán)，包括頁(yè)眉和頁(yè)腳。 </p><p>　　最新標(biāo)準(zhǔn)，設(shè)計(jì)與互動(dòng)教程材料布局，將其納入教程的互動(dòng)性。演習(xí)，提供反饋，并測(cè)試學(xué)生是否已掌握的概念，是必要的。這背后的支持書目學(xué)習(xí)理論教學(xué)的模塊需要積極參與和促進(jìn)學(xué)習(xí)。導(dǎo)航機(jī)制，使學(xué)習(xí)者重復(fù)或移動(dòng)到周圍教程已證

81、明是更有效的方式提交資料，它不僅是訪問(wèn)，但它是保留。 </p><p>　　最后但并非最不重要的標(biāo)準(zhǔn)認(rèn)為，作為一個(gè)必要組成部分觀眾。內(nèi)容和鏈接應(yīng)適用于用戶。該網(wǎng)站應(yīng)處理的指示，特別是圖書館的一個(gè)方面。這將意味著該網(wǎng)頁(yè)應(yīng)明確的目標(biāo)和指導(dǎo)單位的目標(biāo)而提出的。重要的是要注意的教學(xué)方法委員會(huì)提到LIRT Web標(biāo)準(zhǔn)與準(zhǔn)則和阿古斯Clearinghouse6，Cyberstacks7和使用的參考館藏發(fā)展的評(píng)價(jià)標(biāo)準(zhǔn)：在選擇M

82、anual8和修訂他們的標(biāo)準(zhǔn)。</p><p>　　另一個(gè)證書撤消列表委員會(huì)，指導(dǎo)課新興技術(shù)Committee9充當(dāng)車輛信息的交流和分享，他們?cè)诰W(wǎng)絡(luò)環(huán)境而設(shè)計(jì)的教材更感興趣的圖書館推動(dòng)者。該委員會(huì)的項(xiàng)目之一是證書撤消列表/ CNI教育Project10，該公司開發(fā)了用于審查和評(píng)價(jià)圖書館教材的選擇標(biāo)準(zhǔn)要張貼在網(wǎng)上。發(fā)言的10項(xiàng)標(biāo)準(zhǔn)要求，信息準(zhǔn)確，材料，內(nèi)容和語(yǔ)言是明確的，提供教學(xué)材料使用技術(shù)，使該材料良好的網(wǎng)頁(yè)設(shè)計(jì)

83、有效利用（圖形，例子，互動(dòng)元素）和材料增強(qiáng)學(xué)習(xí)經(jīng)驗(yàn)。該委員會(huì)還成立了網(wǎng)絡(luò)教育對(duì)眾多有聯(lián)系的培訓(xùn)資源Bookmark11，圖書館教學(xué)研究和網(wǎng)頁(yè)設(shè)計(jì)。</p><p>　　網(wǎng)站設(shè)計(jì)和評(píng)估標(biāo)準(zhǔn)，非圖書館資源</p><p>　　商業(yè)組織提供通過(guò)網(wǎng)絡(luò)早在圖書館界的教學(xué)模式。大型企業(yè)，已花費(fèi)了數(shù)以百萬(wàn)計(jì)的訓(xùn)練，發(fā)現(xiàn)更具成本效益和成功的教學(xué)方法，雇員使用這個(gè)平臺(tái)。他們的經(jīng)驗(yàn)和在這一領(lǐng)域的研究是有價(jià)值的

84、圖書館計(jì)劃以網(wǎng)絡(luò)為基礎(chǔ)教程。有跡象表明包括培訓(xùn)網(wǎng)頁(yè)設(shè)計(jì)，但有兩個(gè)值得一提的這項(xiàng)研究的許多網(wǎng)站。</p><p>　　沃爾特豪已發(fā)布了一系列文章，呼吁網(wǎng)頁(yè)Quality12包括評(píng)價(jià)質(zhì)量，生產(chǎn)質(zhì)量的網(wǎng)頁(yè)內(nèi)容，并建立網(wǎng)頁(yè)設(shè)計(jì)已在圖書館指引的適用范圍。測(cè)試網(wǎng)頁(yè)的一個(gè)重要組成部分，這并不在圖書館準(zhǔn)則的任何似乎到現(xiàn)在。</p><p>　　這項(xiàng)研究的另一種有用的是網(wǎng)站的WBT信息Center13。該科

85、已好入門網(wǎng)站設(shè)計(jì)和發(fā)展進(jìn)程的指導(dǎo)，通過(guò)發(fā)展網(wǎng)絡(luò)的重要步驟之一的，規(guī)則的用戶分析，界面設(shè)計(jì)，可用性測(cè)試，教學(xué)設(shè)計(jì)的培訓(xùn)，腳本和編碼。該中心還為Web風(fēng)格指南，小組討論和文章和意見(jiàn)書鏈接基于網(wǎng)絡(luò)的培訓(xùn)。這個(gè)網(wǎng)站是有吸引力的是那些在創(chuàng)建Web教學(xué)指導(dǎo)方針和材料的興趣一站式采購(gòu)。</p><p><b>　　評(píng)估和可用性研究 </b></p><p>　　評(píng)價(jià)教學(xué)計(jì)劃是必不可

86、少的。這似乎是從圖書館的步驟缺乏指引，并在90％的圖書館教程缺席審查。沒(méi)有一個(gè)辦法來(lái)評(píng)估學(xué)生的學(xué)習(xí)，和圖書管理員奮斗這個(gè)問(wèn)題早在網(wǎng)絡(luò)教學(xué)。 </p><p>　　評(píng)估可以采取多種形式。圖書館可以做一測(cè)和后測(cè)。這可能是一份評(píng)估表格后，分發(fā)或類可以簡(jiǎn)單地說(shuō)，是一個(gè)答問(wèn)大會(huì)。這些格式不能被包括在許多基于網(wǎng)絡(luò)的培訓(xùn)計(jì)劃，由于該軟件的限制。</p><p>　　可用性研究的一種方式作出正式評(píng)價(jià)。時(shí)間

87、，資金和人員配備是必需的。在高校和研究圖書館協(xié)會(huì)年度會(huì)議在底特律，密歇根州在最近協(xié)會(huì)介紹，“用戶是專家，”14三圖書館他們的經(jīng)驗(yàn)報(bào)告使用可用性研究通知網(wǎng)關(guān)和教程網(wǎng)頁(yè)設(shè)計(jì)。設(shè)計(jì)應(yīng)以用戶為中心和實(shí)現(xiàn)的方法可以包括較為昂貴，但正式的可用性測(cè)試，焦點(diǎn)小組，小組測(cè)試和調(diào)查精確的測(cè)試方法。成本更低，不太精確的設(shè)計(jì)手段，步行得來(lái)，啟發(fā)式評(píng)估，卡片分類，匹配測(cè)試或圖標(biāo)直觀評(píng)價(jià)和現(xiàn)場(chǎng)測(cè)試。結(jié)果表明，學(xué)生的一些嘗試分配意義的顏色，通過(guò)幀導(dǎo)航是棘手的，不在教

88、程鏈接混亂。</p><p><b>　　國(guó)際圖聯(lián)的研究</b></p><p>　　國(guó)際圖聯(lián)的研究和編制，包括對(duì)這些標(biāo)準(zhǔn)的詳細(xì)檢查，同時(shí)強(qiáng)調(diào)全球圖書館網(wǎng)站，展示了這些設(shè)計(jì)功能的有效使用。在演示文稿將檢討市場(chǎng)新基于網(wǎng)絡(luò)課件庫(kù)現(xiàn)在使用的產(chǎn)品，如WebCT。</p><p>　　網(wǎng)絡(luò)不是一個(gè)靜態(tài)的環(huán)境，所以得出的任何指引，網(wǎng)絡(luò)為基礎(chǔ)的教學(xué)必須改變與