杭州交通信息网焊不锈钢楼梯扶手视频:谁能帮我翻译一下，谢谢了
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Presence
Digital technology systems provide the means for the instructor and learner to come together physically or virtually, synchronously or asynchronously. These modes can be characterized along two dimensions: place and time (see Figure 2). The possible combinations of these two dimensions yield the following possible spatiotemporal configurations (Hedberg, Brown, & Arrighi, 1997).
• Same Place/Same Time: Instructional and learning activities are synchronous, and instructor and learner are located at the same place (e.g., lecture, computer lab activity, or seminar). Typical technologies available for this configuration may include all computer-assisted and programmed instruction and presentation software.
• Different Place/Same Time: Instructional and learning activities are synchronous, and instructor and learner are remotely located (e.g., distance learning and teleconferencing). Typical technologies available for this configuration may include MUDs (multiuser dungeons), online chat systems, and many types of computer-conferencing systems.
• Different Place/Different Time: Instructional and learning activities are asynchronous and instructor and learner are remotely located (e.g., distance learning or asynchronous learning). Typical technologies available for this configuration may include electronic mail, and Internet newsgroups.
• Same Place/Different Time: Instructional and learning activities are asynchronous, and instructor and learner are located at the same place (e.g., selfpaced and individualized learning). Typical technologies available for this configuration may include tutoring systems and simulation software.
Given this, in meeting the educational objectives, it would seem that the choice of any of the above modes of deliveries requires the choice of an appropriate technology. It is a commonly held view within the research community that some technologies are more appropriate than others. However, the level of technology effectiveness in enhancing the instructional and learning processes remains to be seen, especially with distance learning (Recker, 1997).
Digital technology systems provide the means for the instructor and learner to come together physically or virtually, synchronously or asynchronously. These modes can be characterized along two dimensions: place and time (see Figure 2). The possible combinations of these two dimensions yield the following possible spatiotemporal configurations (Hedberg, Brown, & Arrighi, 1997).
• Same Place/Same Time: Instructional and learning activities are synchronous, and instructor and learner are located at the same place (e.g., lecture, computer lab activity, or seminar). Typical technologies available for this configuration may include all computer-assisted and programmed instruction and presentation software.
• Different Place/Same Time: Instructional and learning activities are synchronous, and instructor and learner are remotely located (e.g., distance learning and teleconferencing). Typical technologies available for this configuration may include MUDs (multiuser dungeons), online chat systems, and many types of computer-conferencing systems.
• Different Place/Different Time: Instructional and learning activities are asynchronous and instructor and learner are remotely located (e.g., distance learning or asynchronous learning). Typical technologies available for this configuration may include electronic mail, and Internet newsgroups.
• Same Place/Different Time: Instructional and learning activities are asynchronous, and instructor and learner are located at the same place (e.g., selfpaced and individualized learning). Typical technologies available for this configuration may include tutoring systems and simulation software.
Given this, in meeting the educational objectives, it would seem that the choice of any of the above modes of deliveries requires the choice of an appropriate technology. It is a commonly held view within the research community that some technologies are more appropriate than others. However, the level of technology effectiveness in enhancing the instructional and learning processes remains to be seen, especially with distance learning (Recker, 1997).
存在 数字技术为手段的系统学习和老师一起上或实际上,同步或asynchronously. 这种模式的特点可以在两个方面:时间和地点(见图2). 这两个方面的结合可能产生以下配置可能spatiotemporal(Hedberg,1976、布朗、科学Arrighi,1997). -同一地点/答道:同步教学、学习活动,学习和老师设在同一地点(例如讲座、电脑教室活动、研讨会). 这一技术可用于典型配置包括所有的计算机辅助教学方案,并介绍软件. -各地方/答道:同步教学、学习活动,学习和老师遥远(如远程教学、远程). 这一技术可用于典型配置包括MUDs(特殊用户)、在线聊天系统,多种计算机会议系统. -各地方/不同时间:异步教学和学习活动,学习和老师遥远(如远程教学、异步学习). 这一技术可用于典型配置包括电子邮件、网上新闻. -同一地点/不同时间:异步教学和学习活动,学习和老师设在同一地点(例如selfpaced和个人学习). 典型的配置包括可用于这一技术辅导及模拟系统软件. 鉴于此,在实现教育目标,看来,选择上述任何方式要求提供适当的技术选择. 这是研究界普遍认为在某些技术优于他人. 但是,技术水平在提高教学效果和学习过程仍有待观察,特别是在远程教育(Recker,1997年).