Ramsey Ellen C
Claude Moore Health Sciences Library, University of Virginia, Charlottesville, VA 22908, USA.
Biomed Digit Libr. 2006 Apr 25;3:3. doi: 10.1186/1742-5581-3-3.
Recent research has shown a backlash against the enthusiastic promotion of technological solutions as replacements for traditional educational content delivery. Many institutions, including the University of Virginia, have committed staff and resources to supporting state-of-the-art, showpiece educational technology projects. However, the Claude Moore Health Sciences Library has taken the approach of helping Health Sciences faculty be more comfortable using technology in incremental ways for instruction and research presentations. In July 2004, to raise awareness of self-service multimedia resources for instructional and professional development needs, the Library conducted a "Multimedia Bootcamp" for nine Health Sciences faculty and fellows.
Case study.
Program stewardship by a single Library faculty member contributed to the delivery of an integrated learning experience. The amount of time required to attend the sessions and complete homework was the maximum fellows had to devote to such pursuits. The benefit of introducing technology unfamiliar to most fellows allowed program instructors to start everyone at the same baseline while not appearing to pass judgment on the technology literacy skills of faculty. The combination of wrapping the program in the trappings of a fellowship and selecting fellows who could commit to a majority of scheduled sessions yielded strong commitment from participants as evidenced by high attendance and a 100% rate of assignment completion. Response rates to follow-up evaluation requests, as well as continued use of Media Studio resources and Library expertise for projects begun or conceived during Bootcamp, bode well for the long-term success of this program.
An incremental approach to integrating technology with current practices in instruction and presentation provided a supportive yet energizing environment for Health Sciences faculty. Keys to this program were its faculty focus, traditional hands-on instruction, unrestricted access to technology tools and support, and inclusion of criteria for evaluating when multimedia can augment pedagogical aims.
近期研究表明，对于热情推广将技术解决方案作为传统教育内容传递方式的替代品存在强烈反对意见。包括弗吉尼亚大学在内的许多机构都投入了人员和资源来支持最先进的示范性教育技术项目。然而，克劳德·摩尔健康科学图书馆采取的方法是帮助健康科学领域的教师更自在地以渐进方式在教学和研究展示中使用技术。2004年7月，为提高对用于教学和专业发展需求的自助式多媒体资源的认识，图书馆为九名健康科学领域的教师和研究员举办了一场“多媒体新兵训练营”。
案例研究。
由图书馆的一名教员负责项目管理有助于提供综合学习体验。参加课程和完成作业所需的时间是研究员为此类活动所需投入的最多时间。引入大多数研究员不熟悉的技术的好处是，项目教员可以让每个人从相同的基线水平开始，同时又不会显得是在评判教师的技术素养技能。将项目包装成研究员培训形式并挑选能够参加大部分预定课程的研究员，这种做法使参与者表现出了强烈的参与度，高出席率和100%的作业完成率证明了这一点。对后续评估请求的回复率，以及在新兵训练营期间开始或构思的项目继续使用媒体工作室资源和图书馆专业知识，都预示着该项目的长期成功。
将技术与当前教学和展示实践逐步整合的方法为健康科学领域的教师提供了一个支持性但又充满活力的环境。该项目的关键在于其以教师为中心、传统的实践指导、对技术工具和支持的无限制获取，以及纳入了评估多媒体何时可以增强教学目标的标准。
