What is emerging from the learner-centred approach to online learning is “E-learning 2.0,” the next generation of online learning that is characterized primarily by a shared domain of interest where members interact and learn together, and develop a shared repertoire of resources (Wenger, 1998). In other words, the shift in learning is moving from the didactic teacher-to-learner model to a networked, community-based model of learner-to-learner. This evolution, of course, has significant implications for instructional design and development, the scope of which is not the intent of this chapter. As instructional developers, however, we are being called upon to become familiar with a new set of tools that will facilitate those engaged in e-learning 2.0.

在“在线学习2.0”中出现了以学习者为中心的在线学习方式，下一代的在线学习的主要特点是在一个共同的兴趣领域中，成员们一起互动和学习，并开发一个共享的资源库（Wenger, 1998）。换句话说，学习的转变正在从教师对学习者的说教模式转向学习者对学习者的网络化、社区化的模式。当然，这种演变对教学设计和开发有重大影响，其范围不是本章的目的。然而，作为教学开发者，我们被要求熟悉一套新的工具，以促进那些从事电子学习2.0的人。

The type of online learning you are planning to develop might fall into one of the two categories above, or it might fit somewhere in between, and it might contain any combination of learning objects. Regardless of how you define your online instructional materials, your course should contain certain administrative documents to help instructors organize, prepare, and orient students, especially if they are new to online learning.

These documents could include • a personalized letter of welcome for each new student • general information about online learning, technology requirements, and the resources available to students for technical help, and for obtaining the proper software and Internet services required for the course • information on how to access the course on the Web, and how to navigate it successfully • student log-in and password information for course web site • rules, procedures, and help for use of the interactive tools • a course syllabus (preferably on public pages so that prospective students can browse in advance of registration); course overview; course schedule; list of required text and materials (if applicable); clearly defined pre-requisite academic and computer skills; course expectations; instructions on activities, assignments, and deadlines;faculty and tutor contact information and office hours; and student support information • administrative regulations, including guidelines on plagiarism, privacy, academic appeal procedures, library facilities, and access to counselling and advisory services.

(Translated by ChungmingWU)

你计划开发的在线学习平台类型可能可以分为上述两种类型之一，也有可能介于两者之间，它可能包含任何学习对象的组合。无论你如何定义你的在线教学材料，特别是在学生第一次接触在线学习的情况下，你的课程应该包含特定的管理文档，以帮助教师组织、准备和指导学生。

这些文档可以包括：

1/一封个性化的欢迎信

2/关于在线学习的一般信息、技术要求和学生可获得的技术帮助的资源，以及获得本课程所需的适当的软件和互联网服务

3/关于如何在网上访问该课程，以及如何成功地导航它的信息

4/课程网站的学生登录和密码信息

5/使用交互式工具的规则、过程和帮助

6/课程大纲（最好是在公共页面上，以便学生在注册前浏览）；课程概述；课程时间表；所需文本和材料清单（如适用）；明确规定的学术和计算机技能；课程期望；关于活动、作业和截止日期的说明；教师和导师的联系信息和办公时间；学生支持信息

7/管理规定，包括关于剽窃、隐私、学术上诉程序、图书馆设施以及获得咨询和咨询服务的指导方针。

8/为每个新学生在线学习的一般信息，技术要求，和可用的资源学生技术帮助，和获得适当的软件和互联网服务的课程信息如何访问网络课程，以及如何导航成功的学生登录和密码信息课程网站规则，程序，帮助使用交互式工具的课程大纲（最好在公共页面上，以便未来的学生可以在注册前浏览）；课程概述；课程日程表；所需文本和材料清单（如适用）；明确规定的必备的学术和计算机技能；课程期望；关于活动、作业和截止日期的说明；教师和导师的联系信息和办公时间；以及学生支持信息行政法规，包括关于剽窃、隐私、学术上诉程序、图书馆设施以及获得咨询和咨询服务的指导方针。

While the World Wide Web has been with us for well over a decade now, only in the past few years has it begun to be accepted as a workable vehicle for the delivery of instruction. Consequently, many faculty members working in post-secondary educational institutions were not hired with the expectation that they would use educational technologies in their teaching. This new mode of learning is also redefining teaching. Access to new cohorts of students and new media makes it possible, sometimes necessary, to teach in new and innovative ways.

尽管万维网的出现已有10余年之久，但在只有在前几年，万维网才开始成为一种可行的教学工具。因此，许多高等教育机构的教职人员并没有期望在其教学中使用教育技术。这种新的学习模式也在重新定义教学。为了连接新时代学生和新媒体，教师们使用全新的和创新的教学方式从不可能成为可能，甚至有的时候这种创新性的教学方式是一种必需品。

Some faculty take to these new methods immediately, while others are unsure if they have, or even want, the technical abilities to develop an online course. Do not underestimate the importance of the degree to which faculty feel they are receiving encouragement and support in all areas of online development. Administrators can initiate certain policies designed to encourage and support faculty acceptance of online teaching. Faculty should be reassured that they are not about to lose their jobs to technology, but that they can expand the ways they do their jobs by employing technology. Finally, it is crucial to adequately reward all who undertake the considerable personal effort and risk to develop courses and teach online, especially within the merit award and promotion processes associated with performance reviews.

1.一些教师会立即采用出现的新的教学方式——即在线课程，而另一些教师则不确定他们是否拥有或甚至想要开发在线课程的技术能力。

2.不要低估教师们在网上发展各个领域时获得鼓励和支持的重要性。基于此，管理员可以启动某些政策去在鼓励和支持教师接受在线教学：比如让教师们放心，他们不会因为技术而失去工作，而是可以通过使用技术来扩展他们的工作方式；同时至关重要的是充分奖励所有为开发课程和在线教学付出巨大努力和风险的人，尤其是在与绩效考核相关的优异奖和晋升过程中。

Any instructional strategy can be supported by a number of contrasting technologies – old and new – just as any given technology might support different instructional strategies. For any given instructional strategy, however, some technologies are better than others: “Better to turn a screw with a screwdriver than a hammer – a dime may also do the trick, but a screwdriver is usually better” (Chickering & Ehrmann, 1996, para. 4).

陈宏达编辑此段：

专注于合理的（正确的）教学法

任何教学策略都可以由许多对比鲜明的技术（新旧）支持，就像任何给定的技术都可能支持不同的教学策略一样。然而，对于任何给定的教学策略，有些技术比其他技术更好：“用螺丝刀转动螺丝比锤子更好——一毛钱的硬币也可以解决问题，但螺丝刀通常更好”（Chickering & Ehrmann，1996，第4段）。

Faculty concerns about using new teaching methods and media often centre on pedagogy. Unfortunately, many examples of poor pedagogical application in web-based instruction can be found, often in the form of the text-based online courses described above. The prevalence of such examples is largely due to the novelty of online instruction, or the fact that critical mass has yet to be achieved in design or practice, to prove the value of online learning. One way to address concerns about inferior pedagogy online is to dictate that the same educational standards must apply to the development of instruction for the Internet as to any other delivery medium, such as the classroom.

陈宏达翻译：

教师对使用新的教学方法和媒体的关注往往集中在教学法上。不幸的是，在基于网络的教学中可以找到许多教学应用不佳的例子，通常以上述基于文本的在线课程的形式出现。这些例子的流行很大程度上是由于在线教学的新颖性，或者说在设计或实践中尚未达到临界质量，以证明在线学习的价值。解决对在线劣质教学法的担忧的一种方法是规定，与任何其他交付媒介（如教室）相同的教育标准必须适用于互联网教学的发展。

The American Association of Higher Education’s Seven Principles for Good Practice in Undergraduate Education is one such set of standards (Chickering & Gamson, 1987). Originally written for classroom instruction, it was later revised to include online educational practice, and is now widely accepted by post-secondary institutions. Good practice in undergraduate education 1. encourages contacts between students and faculty 2. develops reciprocity and cooperation among students 3. uses active learning techniques 4. gives prompt feedback 5. emphasizes time on task 6. communicates high expectations 7. respects diverse talents and ways of learning (p. 3) Arthur Chickering and Steve Erhmann have recently updated these practice guidelines to illustrate how communications technologies, and especially the Internet, can be used to support these seven “good practices” (see http://www.tltgroup.org/programs/seven.html). Another set of standards is presented in the Western Interstate Commission for Higher Education’s (WICHE) Balancing Quality and Access: Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs. (n.d.). Some of these principles are paraphrased as follows:

美国高等教育协会关于本科教育良好实践的七项原则就设置了这样一套标准（Chickering & Gamson，1987）。它最初是为课堂教学而编写的，后来被修改为包括在线教育实践，现在被大专院校广泛接受。

本科教育中的良好实践包括：

1. 鼓励学生和教师之间的联系

2. 培养学生之间的互惠与合作

3. 使用积极的学习技巧

4. 提供及时的反馈

5. 在任务上强调时间

6. 传达很高的期望

7. 尊重不同的人才和学习方法 (p. 3)

Arthur Chickering 和 Steve Erhmann 最近更新了这些实践指南，以说明如何使用通信技术，尤其是互联网来支持这七种“良好实践”（参见 http://www.tltgroup. org/programs/seven.html)。西部州际高等教育委员会 (WICHE) 的《平衡质量和获取：电子提供的学位和证书课程的良好实践原则》中提出了另一套标准。 （未注明日期）。其中一些原则解释如下：

Programs provide for timely and appropriate interaction between students and faculty, and among students. • The institution’s faculty assumes responsibility for and exercises oversight over distance education, ensuring both the rigour of programs and the quality of instruction. • The institution provides appropriate faculty support services specifically related to distance education. • The institution provides appropriate training for faculty who teach in distance education programs. • The institution ensures that students have access to and can effectively use appropriate library resources. • The institution provides adequate access to the range of student services appropriate to support the programs, including admissions, financial aid, academic advising, delivery of course materials, and placement and counselling. Your institution may have its own set of standards. The point, however, is that all instructional endeavours, regardless of their medium of delivery, should be measured equally against an explicitly stated set of criteria.

(Translated by ChungmingWU)

项目为学生和教师之间以及学生之间提供及时和合适的互动。

•教育组织的教师负责并对远程教育进行监督，确保项目的严谨性和教学的质量。

•教育组织提供专门与远程教育相关的适当的教师支持服务。

•教育组织为远程教育项目授课的教师提供适当的培训。

•教育组织确保学生能够访问并能够有效地使用合适的图书馆资源。

•教育组织提供足够的学生服务范围，以支持这些项目，包括招生、经济援助、学术咨询、课程材料的提供、课程实习和专家意见咨询。你的教育组织可能有自己的一套标准。但关键是，所有的教学的过程性付出，无论其实施媒介如何，都应根据一套确切的标准来同等地衡量。

The unique possibilities inherent in web-based instruction originate not from the Web itself, but from the instructionally innovative ways in which it may be used. It is helpful to consider the Web not simply as a new medium for distance education delivery, but also as a partnership offering a new teaching paradigm and new technology, creating the potential for fundamental changes in how we undertake teaching and learning. Instructors and other members of the online course development team should strive to create learning environments that exploit the features inherent in computers and the Web, to promote active learning that resides in the control of the student, and that can effectively lead to the development of high-order and critical thinking skills. In addition to the AAHE’s seven principles cited above, Fox and Helford (1999) list several more suggestions specific to effective teaching online. They are paraphrased below:

李珍编辑：

基于网络的教学所固有的独特可能性并非源于网络本身，而是源于它的教学创新方式。把网络看作是远程教育的新媒介，也是一种伙伴关系，它提供了一种新的教学模式和新技术，创造了我们进行教学和学习的根本性变革的潜力。教师和在线课程开发团队的其他成员应努力创造学习环境，利用计算机和网络固有的功能，促进学生自主学习，有效培养高阶批判性思维技能。除了上面提到的AAHE的七项原则外，Fox和Helford（1999）还列出了一些针对有效在线教学的建议。它们的解释如下：

新的教学范式：

Develop tolerance for ambiguity (recognize that there may be no “right” answer to a given question, and emphasize cognitive flexibility). • Use scaffolding principles (create material that is slightly too difficult for the student, to encourage cognitive “stretch”). • Use problems that require students to understand and manipulate course content. • Create opportunities for high levels of interaction, both studentstudent and instructor-student. • Integrate formative assessment throughout the course.

培养对模棱两可回答的包容度(认识到某个问题可能没有“正确”的答案，并强调认知的灵活性)。

使用脚手架原则(制作对学生来说稍微太难的材料，以鼓励认知“延伸”)。

使用要求学生理解和操作课程内容的问题。

创造高水平互动的机会，包括学生与学生和教师与学生之间的互动。

将形成性评估贯穿于整个课程。

One of the WICHE principles of good practice recommends appropriate training for faculty who use technology to teach by distance education.

Many of the skills that faculty had honed in face-to-face settings no longer apply online; indeed, some teachers must unlearn certain teaching methods as much as they need to learn new ones. For the sake of both teacher and learner, faculty should undergo some training before beginning to teach online.

WICHE的良好实践原则之一是建议对使用技术进行远程教育的教师进行适当培训。

许多教师在面授环境中磨练出来的技能不再适用于网络；事实上，一些教师必须放弃某些教学方法，因为他们需要学习新的方法。为了教师和学生的利益，教师在开始在线教学之前应该接受一些培训。

One way for faculty to become familiar with the skills and resources needed to be successful online teachers is to become online learners themselves. Many institutions advocate that their online teaching faculty initially enrol in an online course that teaches them how to develop online instruction. This strategy often proves valuable, as teachers experience the same challenges that their students typically will face: problems with inadequate computer abilities, learning about the variety of interactive tools, and underestimating the amount of time needed to complete the online readings and homework. To be successful in the online course, faculty must not only develop new pedagogical skills; like their students, they must also gain new administrative and technical skills. The lists below summarize the most crucial of these new skills.

让教师们熟悉成为成功的在线教师所需的技能和资源的一种方法是自己成为在线学习者。许多机构主张，他们的在线教学教师首先注册在线课程，教他们如何开展在线教学。这种策略通常被证明是有价值的，因为教师面临着他们的学生通常会面临的挑战:计算机能力不足的问题，学习各种交互工具，以及低估完成在线阅读和家庭作业所需的时间。要想在在线课程中取得成功，教师不仅必须开发新的教学技能;和他们的学生一样，他们也必须获得新的管理和技术技能。下面的列表总结了这些新技能中最重要的部分。

Think of the online environment as just a different kind of classroom for interacting with students. • Look at other online courses, take some yourself, and ask colleagues if you can access theirs. • Be prepared to invest the time and effort necessary to deliver a course online. Exploit technology to respond to students’ questions and requests for assistance, as well as to provide timely feedback on assignments and grades. • Always remember to weigh how important something is against how much time it will take to transmit and receive it. And remember to ask yourself whether or not users can see and hear exactly what you intended to communicate. • Be creative in planning how to use technology to teach more effectively. To inform your planning, invest time and effort in gaining a basic understanding of how the technology works (see Technical Skills below).

把网络环境想象成与学生互动的另一种课堂。

•查看其他在线课程，自己选择一些，并询问同事是否可以访问他们的课程。

•准备投入必要的时间和精力在网上授课。利用技术回应学生的问题和帮助请求，并及时提供作业和成绩反馈。

•始终记得权衡某件事的重要性与发送和接收它所需的时间。记住问问自己，用户是否能准确地看到和听到你想要传达的信息。

•创造性地规划如何更有效地利用技术进行教学。

为了实现您的计划，需要您投入时间和精力来了解技术的工作原理（参阅下面的技术技能）。

Teaching online often requires more anticipatory effort than the teaching effort which is typical of a face-to-face classroom setting. Lay out your ground rules right away. Unless you explicitly tell students otherwise, they will want to interact with you at the moment they need you. Create a course syllabus. This syllabus should include the class rules, and you must make sure that your students read it, so that they are aware of the rules. Then stick to those rules. • Find out where your help is, and know when use it. As mentioned in the WICHE principles paraphrased above, your institution should have people whose job it is to support you (e.g., computing help-desk staff or media development departments). Find out who those people are before you need them, and do not wait to call on them, when you first discover you need them.

管理技能

在线教学通常比面对面的课堂教学需要更多的预期努力。马上制定你的基本规则。除非你明确告诉学生，否则他们会希望在需要你的时候与你互动。创建课程大纲。这个教学大纲应该包括课堂规则，你必须确保你的学生阅读它，以便他们了解规则。然后遵守这些规则找出你的帮助在哪里，并知道何时使用它。如上所述的Wich原则所述，你的机构应该有工作支持你的人（例如，计算机服务台员工或媒体开发部门）。在你需要他们之前就找到他们，不要等到你第一次发现你需要他们时才去找他们。

Determine whether you possess basic PC skills (at minimum, a familiarity with file structure, with opening, copying, saving, and moving files, with creating and managing backup files, with keyboard and mouse functions, with screen and windows features, and with web browser functions.

Determine whether you need to learn new software applications for teaching online, and if so, whether you are willing to learn them, and to use support systems outside of your institution.

Determine whether your institution supplies regular training in new software applications. • Make certain that you are very comfortable with using email. It may be the most common means of communication with students.

Make certain that you understand basic Internet functionality, bandwidth, and connections speed issues. Your computer and computing environment is probably not like the ones that your students are using (i.e., some students will be dealing with low bandwidth situations). At work, you are likely to be using a local area network (LAN), but when you log on using a modem and an older computer, you will get a better sense of what your some of your students will see and experience. • Make certain that you have a basic understanding of how web browsers on different types of machines affect the appearance and functionality of your material.

确定你是否具备基本的电脑技能(至少熟悉文件的结构，能打开、复制、保存和移动文件，创建和管理备份文件，熟悉关键的面板和鼠标功能，熟悉屏幕和窗口功能，熟悉网络浏览器功能）。

确定你是否需要为了在线教学而学习新的软件应用程序，如果是的话，你是否愿意学习它们，以及是否愿意使用学校以外的支持系统。

确定您的机构是否定期提供新软件应用程序方面的培训。•确保你能自如地使用电子邮件。它可能是与学生交流的最常见的方式。

确保您了解基本的Internet功能、带宽和连接速度问题。您的计算机和计算环境可能不像您的学生正在使用的环境(例如，一些学生将处于低带宽的情况)。在工作中，您可能使用的是局域网(LAN)，但当您使用调制解调器和老式计算机登录时，您将更好地了解您的一些学生将看到和体验到什么。•确保你对不同类型机器上的网页浏览器如何影响你的材料的外观和功能有一个基本的了解。

During the semester in which the course is implemented, the instructor’s time is frequently taken up with responding to student emails, marking assignments, and dealing with other interactive components of the class, such as discussion forums and chats. Due to the inherent nature of web courses, student interaction will likely be sporadic, and will at times produce a surge of email messages for the instructor to respond to. For example, an instructor should expect to receive many email messages at the beginning of the course (students will initially have many questions about online learning), if technical problems make course material inaccessible or students experience difficulty in submitting their assignments. To deal with the influx of email messages, instructors can • solicit help from a technical assistant (graduate student, teaching assistant) to respond to course emails, • create a frequently asked questions (FAQ) page, where students can find the information typically needed throughout the course, • create a protocol in which students must ask questions over the course forum (bulletin board), prior to emailing the instructor, or • refer students to a help-desk contact to handle the inevitable technological obstacles that are inherent in accessing a web-based course.

在课程实施的学期中，教师的时间经常被用于回复学生电子邮件、标记作业以及处理课堂的其他互动组件，例如论坛和聊天。由于网络课程的固有性质，学生的互动可能是零星的，有时会产生大量的电子邮件信息供教师回复。例如，如果技术问题导致课程材料无法访问或学生在提交作业时遇到困难，教师应该期望在课程开始时收到许多电子邮件（学生最初会有很多关于在线学习的问题）。为了应对电子邮件的大量涌入，教师可以 • 向技术助理（研究生、助教）寻求帮助以回复课程电子邮件， • 创建一个常见问题 (FAQ) 页面，学生可以在其中找到通常需要的信息在整个课程中， • 创建一个协议，其中学生必须在向教师发送电子邮件之前在课程论坛（公告板）上提问，或者 • 在访问基于网络的课程时将学生推荐给帮助台联系人以处理不可避免的固有技术障碍。

In short, it is important that you get your course online, but it is equally important that you plan and design your course completely before it is opened to students. Indeed, positive first impressions in this new medium are vital for the success of teachers and learners. And remember, trying to develop course materials while teaching the course can be overwhelming. Many instructors typically underestimate the time and assets required to develop, maintain, and offer an online course. Efficient planning and time management are fundamental to its success. Faculty are therefore strongly advised to become familiar with their institution’s web development unit, technical training unit, information technology unit, and other support units, and to build a strong working relationship with those support units.

简而言之，让您的课程在线上进行很重要，但同样重要的是，在向学生开放课程之前，您要完整地规划和设计您的课程。 事实上，在这种新媒体中积极的第一印象对于教师和学习者的成功至关重要。 请记住，在教授课程的同时尝试开发课程材料可能会让人不知所措。 许多教师通常会低估开发、维护和提供在线课程所需的时间和资产。 有效的计划和时间管理是其成功的基础。 因此，强烈建议教师熟悉其机构的网络开发部门、技术培训部门、信息技术部门和其他支持部门，并与这些支持部门建立牢固的工作关系。

A final strategic building block in the success of online course offerings is the institutional development of a process that encourages and inspires faculty to be creative in a web-based environment. Faculty can often be suspicious about technology-based instruction, and many will be hesitant to experiment with it. Establishing the supportive systems described above will go a long way toward gaining faculty “buy-in.” It is often more meaningful, however, for faculty members to know that they will receive recognition for their willingness to engage in innovative online education activities, and that their efforts will reward them with tenure, promotion, salary merit increases, and other tangible benefits.

奖励教师

在线课程成功的最后一个战略基石是制度发展过程，该过程鼓励和激励教师在网络的环境中发挥创造性。教师们往往会对基于技术的教学持怀疑态度，许多人会犹豫是否要尝试这种教学方式。建立上述支持系统将大大有助于获得教师的“认可”。教师重视有形福利的奖励。如果教师知道，若是他们愿意参与创新的在线教育活动，他们的努力将获得终身教职、晋升、加薪和其他有形福利的奖励，基于技术的教学将会获得教师的认可。

Online course development is a complex endeavour, and it is not reasonable to believe that a high calibre online course of instruction can be created by just one or two people. Quality courseware production requires a highly organized, concerted effort from many players.

在线课程开发

在线课程开发是一项复杂的工作，相信一两个人就可以创建高质量的在线教学课程是不合理的。 高质量的课件制作需要许多参与者高度组织化、齐心协力。

Centralizing web development roles into one departmental unit has proved beneficial to ensure that courses are of high quality and meet institutional guidelines. Members of this department may be described as para-academics, a role comparable to that of paramedic in medicine. Para-academics are the “first on the scene” of course development; they liaise with the course author or subject matter expert (SME) throughout the authoring process to prevent or remove any instructional barriers that might arise. They also look after the interests of the institution (e.g., obtaining copyright permissions for images used in the course) and undertake other routine tasks that must be dealt with before a course can be published. Roles in this group include project manager, copy editor, information technology expert, HTML and XML coder, media developer, instructional designer, graphic designer, administrative assistant and, sometimes, copyright officer

事实证明，将web开发角色集中到一个部门单元有助于确保课程的高质量并符合机构指导方针。这个部门的成员可以被描述为准学者，这一角色相当于医学中的护理人员。准学者是课程开发的“第一人”；他们在整个创作过程中与课程作者或主题专家（SME）保持联系，以防止或消除可能出现的任何教学障碍。他们还照顾学校的利益（例如，获取课程中使用的图像的版权许可），并承担其他必须在课程发布前处理的常规任务。该团队中的角色包括项目经理、副本编辑、信息技术专家、HTML和XML编码员、媒体开发人员、教学设计师、平面设计师、行政助理，有时还包括版权官员

There has been some development in recent years toward creating repositories of reusable learning objects, where educators can submit, use, or exchange learning objects. Some examples of successful repositories are Merlot (see http://www.merlot.org), EDNA (see http://www.edna.edu.au/ edna/go), and SMETE (see http://www.smete.org/smete/). When these and other repositories first appeared, the vision was to build a large infrastructure of networked repositories, to provide the education community with reusable, interoperable, searchable learning objects, and to some extent they have achieved this goal. However, there are still issues around interoperability that limit the usefulness of these objects. It remains difficult to build an object specific enough to meet the requirements at hand, yet generic enough to be adapted to other unknown requirements.

可重复使用的学习对象
近年来，在创建可重用学习对象的存储库方面取得了一些进展，教育工作者可以在其中提交、使用或交换学习对象。 成功存储库的一些示例是 Merlot（参见 http://www.merlot.org）、EDNA（参见 http://www.edna.edu.au/edna/go）和 SMETE（参见 http://www. smete.org/smete/)。 当这些存储库和其他存储库首次出现时，其愿景是构建网络存储库的大型基础架构，为教育社区提供可重用、可互操作、可搜索的学习对象，并在某种程度上实现了这一目标。 然而，仍然存在限制这些对象有用性的互操作性问题。 仍然很难构建一个足够具体的对象来满足手头的要求，但又足够通用以适应其他未知的要求。

Web 2.0 is not an update to the Web, but a phrase that refers to a different way we use the Web, based more on social networking and virtual communities running on hosted services. This new use includes blogs, wikis, podcasts, RSS feeds, multi-user domains, and so forth. The potential benefits of Web 2.0 for education are especially apparent when considering the opportunities for social networking now available. From simple discussions to more complex social software, it becomes easier and more effective for learners to engage with one another as well as with the content.

Web 2.0不是对Web的更新，而是一个短语，它指的是我们使用Web的另一种方式，更多地基于在托管服务上运行的社交网络和虚拟社区。这种新用途包括博客、wiki、podcast、RSS提要、多用户域等。当考虑到社交网络的机遇时，Web 2.0对教育的潜在好处尤其明显。从简单的讨论到更复杂的社交软件，它使的学习者之间以及学习者与学习内容之间能更容易且更有效的进行交互。

The core of an online course development team might comprise as few as five key roles: SME or author, graphic designer, web developer, programmer, and instructional designer. In larger commercial organizations, it is not uncommon for development teams to be much larger, as the expertise in each of these five roles is typically further subdivided and specialists are employed. In non-profit education circles, however, where budgets are tight, it is more likely that a few people will fulfill hyphenated roles, such as web developer-programmer, for example. 

There are both advantages and disadvantages to these hyphenates. Although one person who performs multiple roles can often exercise more creative control, their workload can, in essence, double. Hyphenates can also see their capabilities and their output become “watered down” as they end up working in areas in which they may not have expertise. The reality is that, in online educational development today, those who already possess strong skills in at least one of the areas described above are considered even more valuable if they also possess the ability and desire to learn new skills in other areas.

It is worth noting that, as the popularity of the Internet continues to increase, software applications and other development tools that combine and automate several development tasks into a single package are being introduced. Macromedia’s Flash® application is one such example: it allows its users to create script-based interactions without actually writing any programming code, and to automatically export the results in a web-based format, without having any in-depth knowledge of web development. Although the team roles are described and discussed linearly here, each member works with other team members, often in different combinations and at different stages within the development process.

Subject Matter Experts (SMEs) ensure that the content of the online course is an appropriate alternative to the lecture content normally given in a traditional course. In addition, the SME must write the exercises, activities, and examinations needed to reinforce the new learning. It is also essential that SMEs commit to working as an integral part of the team throughout the development process, ensuring that the online course content is easy to access and interesting for students. Other tasks that SMEs perform include • identifying or creating textbooks, readings, and resources • ensuring a pedagogical match among the course objectives, content, exercises, examinations, and assignments • identifying materials that require copyright clearance, and providing the instructional designer with the necessary information • providing other team members with a legible copy of any written material.

主题（专题）专家（SME）确保在线课程的内容是传统课程中通常给出的讲座内容的适当替代。此外，SME必须编写练习、活动和考试，以加强新的学习。在整个开发过程中，SME也必须致力于作为团队的一个组成部分，确保在线课程内容易于访问，并且对学生来说很有趣。

SME执行的其他任务包括•确定或创建教科书、阅读资料和资源•确保课程目标、内容、练习、考试和作业之间的教学匹配•确定需要版权许可的材料，并向教学设计师提供必要的信息•向其他团队成员提供任何书面材料的清晰副本。

While there are hundreds of instructional design models, certain generic processes emerge from their common features (Seels & Glasgow, 1998). These processes are described as follows. • Analysis – the process of defining what is to be learned • Design – the process of specifying how learning will occur • Development – the process of authoring and producing the materials • Implementation – the process of installing the instruction in the real world • Evaluation – the process of determining the impact of instruction (Seels & Glasgow, p. 7) In practical terms, the instructional designer • helps to make the SME aware of appropriate pedagogical strategies and options • helps to determine, create, and adapt instructional resources • provides advice on how best to present information • writes statements of learning outcomes • sequences learning outcomes • sequences activities • evaluates instruction • arranges technical production and services • usually acts as project manager • acts as editor • acts as web develope.

虽然有数百种教学设计模型，但从它们的共同特征中出现了某些通用过程(Seels & Glasgow, 1998)。这些过程描述如下。

分析——定义的过程是学习   

设计——指定的过程中学习如何将发生   

开发——创作的过程和生产材料

实现——安装指令的过程在现实世界

评估的过程,确定指令(Seels & Glasgow, p. 7)

在实践中，教学设计师帮助中小企业意识到适当的教学策略和选项；帮助确定、创建、适应教学资源；提供关于如何最好地呈现信息的建议；写学习结果的陈述；顺序学习结果；顺序活动；评估指示；安排技术生产和服务；通常担任项目经理；担任编辑；担任web开发。

One of the challenges that web course designers face is to create an atmosphere of confidence in the process during the early stages of development. Web developers should show faculty examples of online materials which illustrate various kinds of content and interactive options that are available to them. They should then describe to faculty how their courses can be produced using a consistent organizational template that provides students with knowledge of the learning objectives, an outline of the content, assignments, evaluation information, resources, links, a list of requirements, and FAQs. Other roles of the web developer include • helping the SME or instructor to use tools to create the course web pages, and to maintain the course when complete • helping the instructor or tutor to use the tools needed, such as email and chat utilities, to make the course interactive • working with the graphic designer to conceptualize the screens, backgrounds, buttons, window frames, and text elements in the program • creating interactivity, and determining the look and feel of the interface • creating design storyboards.

In a small production group, the web developer may also act as the graphic designer, photographer, and director, and as the editor of video, audio, and animations. In a larger group, the web developer would typically consult with other team members for the additional aspects of the program; for example, collaborating with the sound designer on the music, or working with the programmer on functionality issues.

网络课程设计者面临的一个挑战是：在开发的早期阶段创造一种对过程胸有成竹的氛围。 网络开发人员应该向教师展示在线材料的例子，说明她们可以使用的内容和互动的方式。 然后，他们应该向教师描述如何使用一致的组织模板来制作课程，为学生提供学习目标、内容大纲、作业、评估信息、资源、链接、需求列表和常见问题解答。web开发人员还有其他角色，包括：（1）帮助中小企业（SME）或教练使用工具来创建web页面,并在课程完成后进行维护；（2）帮助教练或导师使用所需的工具让课堂具有交互性,如电子邮件和聊天工具；（3）与平面设计师一起进行界面设计，使屏幕、程序中的背景、按钮、窗口框架和文本元素等更加生动和人性化；（4）创建交互性，并决定界面的外观和触感；（5）创建设计情节串连板。  

在一个小的制作团队中，web开发人员还可以担任平面设计师、摄影师和导演，以及视频、音频和动画的编辑师。 在一个更大的团队中，web开发人员通常会与其他团队成员就项目的其他方面进行磋商; 例如，在音乐方面与声音设计师合作，或在功能问题上与程序员合作。

isual design for Athabasca University courses, whether print-based or electronic, is driven by the needs of students and academics, and by the content of the course itself. Distance education can be enhanced by including technical drawings, illustrations, graphics, and photography to interpret course content. Visual design for electronic courses, or optional electronic enhancements of print-based courses, includes the development and creation of generic or customized templates, navigational icons, icons or images to aid recognition of location within a non-linear presentation of materials, and visuals or graphics to enhance textual content (Athabasca University, 2007).

The World Wide Web has turned the Internet into a compelling visual medium; however, in production terms, good visual design and development can often consume the largest amount of time in a project. As the Web allows educational media to rely more and more on visuals, clear visual design is essential. The visuals that students, especially those new to online learning, encounter in an online course often set the tone for their entire learning experience.

阿萨巴斯卡大学课程的视觉设计，无论是印刷版还是电子版，都是由学生和学者的需求以及课程本身的内容驱动的。远程教育可以通过包括技术图纸、插图、图形和摄影来解释课程内容来加强。电子课程的视觉设计，或纸质课程的可选电子增强功能，包括开发和创建通用或定制模板、导航图标、图标或图像，以帮助识别材料非线性呈现中的位置，以及增强文本内容的视觉或图形（阿萨巴斯卡大学，2007年）。

万维网已经把互联网变成了一种引人注目的视觉媒介；然而，在生产方面，良好的视觉设计和开发通常会在项目中消耗最多的时间。随着网络允许教育媒体越来越多地依赖视觉，清晰的视觉设计至关重要。学生，尤其是那些刚刚接触在线学习的学生，在在线课程中遇到的视觉效果往往决定了他们整个学习体验的基调。

（施实伟已领）

As content is being developed, the graphic designer works with the web developer and the author to create a unique course look, while at the same time integrating the course’s functionality into the common institutional template. The use of these common elements provides familiarity for online students and makes it possible for them to take several courses while learning how to learn online only once. The graphic designer ensures continuity for the faculty by designing consistent graphical elements when courses are updated or revised.

For graphic designers, Adobe Photoshop® has been the must-have software tool for years. For those developing specifically for online delivery, Photoshop has recently incorporated the features of an adjunct application, ImageReady®, which formats bitmap images for the Web. Other applications that are becoming more important in the visual designers tool box create vector-based images (as opposed to bitmaps); examples include Adobe Illustrator® and Macromedia Freehand®

随着内容的开发，图形设计师与web开发人员和作者合作创建一个独特的课程外观，同时将课程的功能集成到公共机构模板。这些共同元素的使用为在线学生提供了熟悉性，使他们能够在学习如何一次性在线学习的同时选修几门课程。当课程更新或修改时，平面设计师通过设计一致的图形元素来确保教师的连续性。

对于平面设计师，Adobe Photoshop®多年来一直是必备的软件工具。对于那些专门为在线交付开发的开发者来说，Photoshop最近加入了一个附加应用, ImageReady®的功能，它为Web格式化位图图像。其他在视觉设计工具盒中变得越来越重要的应用程序创建基于矢量的图像(而不是位图);例如Adobe Illustrator®和Macromedia Freehand®

The programmer is responsible for program functionality. The programmer uses specialized software tools to enable the interactivity that is suggested and desired in online courses. In the most productive teams, programming is treated as a highly specialized and separate discipline. Many software applications are available to programmers, who each seem to have a favourite working tool. Programmers should endeavour to provide development team members with a basic understanding of the two classes of programming tools and their capabilities: code-based programming languages and graphical-user-interfaced (GUI) authoring programs. Code-based languages require that programmers use a proprietary computer language to create applications, which can then be delivered over the Internet. For example, these languages enable the processing of information which users supply on web-based forms. GUI authoring programs enable similar processes, but they also offer some automated generation of computer code.

程序员负责程序功能。程序员使用专门的软件工具来实现在线课程中建议和期望的交互性。在最高效的团队中，编程被视为高度专业化和独立的学科。程序员可以使用许多软件应用程序，每个人似乎都有自己喜欢的工作工具。程序员应努力让开发团队成员对两类编程工具及其功能有基本的了解：基于代码的编程语言和图形用户界面 (GUI) 创作程序。基于代码的语言要求程序员使用专有的计算机语言来创建应用程序，然后可以通过网络交付这些应用程序。例如，这些语言可以处理用户在基于 Web 的表单上提供的信息。 GUI 创作程序支持类似的过程，但它们也提供一些自动生成的计算机代码。

This chapter is not meant to be a comparison of these tools – hundreds of articles cover that – but currently, there does seem to be a clear line between the followers of code-based programming techniques and those who prefer GUI applications. One clear advantage of codebased programming is that these tools are often open source; that is, they are created from freely available, stable code that encourages collaborative development. Commercial GUI software often requires less technical expertise to use than code programming, but such software can be expensive, and the companies who publish these proprietary software programs update them often, rendering earlier versions obsolete and constantly forcing developers who rely on them to purchase new versions.

本章并不是要对这些工具进行比较——有数百篇文章对此进行了讨论——但是目前，在遵循基于代码的编程技术的人和那些更喜欢GUI应用程序的人之间似乎有一条明确的界线。基于代码的编程的一个明显优势是，这些工具通常是开源的;也就是说，它们是由免费的、支持协作开发的稳定代码创建的。商业GUI软件通常比代码编程需要更少的技术知识，但这类软件可能很昂贵，并且发布这些专有软件程序的公司会经常更新它们，使早期版本变得过时，并不断迫使依赖它们的开发人员购买新版本。

 Developing effective instructional materials depends on a great deal of planning, collaboration, and concerted efforts from many people skilled at using the right tools. These requirements are even more crucial in online multimedia and course development, which is highly dependent on ever-changing computer technologies. Pedagogical standards must not be compromised, regardless of the instructional medium employed. Employing the principles and guidelines offered in this chapter will help all stakeholders involved in online instructional development to ensure that their efforts are rewarded, ultimately, with satisfied learners.

李珍编辑：开发有效的教学材料取决于许多善于使用正确工具的人的大量计划、协作和协同努力。这些要求在高度依赖不断变化的计算机技术的在线多媒体和课程开发中更为关键。无论采用何种教学媒体，教学标准都不得妥协。采用本章提供的原则和指南将帮助参与在线教学开发的所有利益相关者确保他们的努力最终得到满意的学习者的回报。