計(jì)算機(jī)科學(xué)與技術(shù)學(xué)院畢業(yè)設(shè)計(jì)(論文)英文翻譯論文題目高級程序設(shè)計(jì)語言網(wǎng)絡(luò)教學(xué)平臺(tái)——考試管理模塊指導(dǎo)教師職稱學(xué)生姓名學(xué)號專業(yè)計(jì)算機(jī)科學(xué)與技術(shù)班級本計(jì)算班系主任院長起止時(shí)間DesigningE-learningSystemsinMedicalEducation:ACaseStudyDr.Ahmed.I.AlbarrakFamilyandCommunityMedicineCollegeofMedicineKSU,Riyadh,KSAalbarrak@.saTelephone:00966557653684Abstract：Thecontinuousandfastadvancesininformationtechnologyhaveledtoasignificantchangeinthelearningenvironment,andthecreationofanewlearningmodelwheretraditionallearningismixedwithinformationtechnologytoolstoprovidelearnerswithanenvironmentthatenablethemtofreelychoosetheirlearningmaterialwherevertheyare,sharetheircommentsandquestionswiththeircolleaguesandteachers,andassesstheknowledgetheygained.Inmedicaleducation,thereareseveralchallengesfacingthedesignandimplementationofsuchasystem.Thesechallengesincludethehugeanddiverseamountofinformationthatmustbeaddedine-educationsystems,aswellasthelackofinformationtechnologyskillsbetweenstudents,andinsomecasesbetweeninstructors.KingSaudKeywords:e-learning,networks,teachingplatformIntroductionForages,Educationhasbeencenteredonattendingclassesdayafterday,listeningtoalecturerwhoprovidesthenecessaryinformation,andgoingthroughexamstoassessknowledge.Educationfocusedonthematerialitselfratherthanthe"learners"andthedifferencesbetweentheircapabilitiesandlearningskills[1].ThecontinuousandrapidadvancementininformationtechnologyandcommunicationsledtotheevolutionoftheE-learningenvironment.E-learningsystemsareeducationalsystemsthatutilizeinformationtechnologyresourcessuchastheInternet,networking,andmultimediaapplicationstoenhancethelearningprocess.E-learningenvironmentsfocusonthe"learner"insteadofthematerialitself.Theyallowthelearnerstostudyattheirownpaceaccordingtotheircapabilities,communicatewithcolleaguesandteachersthroughdiscussiongroupsandvideoconferencing,andassessthemselvesthroughonlinetests.E-learningenvironmentsprovidethelearnerswiththeflexibilityofstudyingregardlessoftheirlocation,andtimezone[2].E-learningsystemsareusuallyusedindistantlearningenablingstudentsindifferentcontinentstoobtaingraduateandpostgraduatedegrees.E-learningsystemscanalsobeusedinconjunctionwithtraditionallearning(blendedorintegratedlearning)[3]toexpandtheresourcesavailableforstudents,andhelpthemfocusontheirlearningobjectives.E-learningsystemshavegreatlyexpandedinrecentyears.In2005,about3.2millionstudentshadoneormoreonlinecourseintheUnitedStates[4].Agrowingnumberofuniversitiesacrosstheworldarenowofferingmanycoursesthatrequireeithernoorverylittlestudentattendance.E-learningisexpectedtogrowevenmorewiththegrowthoftheInternetandinformationtechnologyinfra-structure.E-learningsystemscanbedividedintofourmajorcomponents[5];theinfra-structurewhichisresponsiblefortransferringthelearningmaterial,aswellasprovidingthephysicalstorageforthismaterial;thelearningmanagementsystem(LMS)whichintegratesallservicesformanagingteachingandlearningactivities;thelearningcontentmanagementsystem(LCMS)providesservicesformanagingcontent;andthesetoftoolsresponsiblefordistributingcontentandprovidinginteractionfunctions.Theinformationcontentprovidedisorganizedincontainerscalled"learningobjects"whichprovide,inadditiontothecontentitself,somedescriptivedataaboutthecontent(meta-data)thatfacilitatestheretrievalofthiscontent.Becauseofthegreatimportanceofe-learninginmoderneducation,anditsroleinimprovingthestudents'performance[6],KingSaudUniversityHospitals(KSUHS)startedtoimplementamoderne-learningsystemcontainingthestate-of-arte-learningcomponents.Thebuiltsystemwillbeusedtoassistandsupportthecurrentsystemsandtoprovidethestudentswiththetoolstomanagetheircourses,andassesstheirknowledge.KSUHSrepresentthecollegeofmedicine,collegeofdentalmedicine,KingKhaledUniversityHospital(KKUH),KingAbdulazizUniversityHospital(KAUH),andKingFahdCardiologyCenter(KFCC).Thenumberofstudentsinthesecollegesisovertwothousands,andthenumberofcollegestaffisoverfourhundred.Theinfra-structureinKingSaudUniversity(KSU)consistsofa100MbpsintranetconnectingthecampuscollegesandKKUHtogether,anda32MbpsmicrowavelinkconnectingthecampustoKAUH.Themainfunctionsofthesehospitalsareeducation,medicalresearch,andprovidingmedicalservicestothepublic.AccordingtotheSauditraditions,maleandfemalestudentsareseparatedinclasseducationbutnotinpractice.Theuniversityacademicenvironmentencouragesthestudentstodoresearch,andtriestoprovidethemwiththenecessarytoolslikeskilllabs,andanatomyandphysiologysoftwarepackages.RequirementsoftheE-learningsystem:Therequirementsofthee-learningsystemcanbedividedintothreecategories,generalrequirements,medicale-learningrequirements,andKSUHSrequirements.Generalrequirements:Inorderforanye-learningsystemtobesuccessful,itmusthavesomefeaturesincludingflexibility,whichallowsthesystemtoadapttothecapabilitiesandgoalsofeverystudent[7];easeofuse,whichallowsthelearnertofocusonthematerialitselfratherthanfocusingonhowtousethesystem[7];interactivity[8],wherethelearnerscaninteractwitheachotherandwiththeirteachersthroughvideoconferencingordiscussionboards;andsolidinfrastructuretosupportthesystemandprovidethelearnerswitheasyandfastaccesstothesystem.Medicalrequirements:Thenatureofmedicaleducationaddssomerequirementstothee-learningsystem[9].Somesubjectslikeanatomyandphysiologyrequirethestudentstobeabletoidentifyandunderstandthefunctionofdifferentpartsofthebody,othersubjectslikethoseinvolvingpracticalmedicinerequirethestudentstoidentifysymptoms,andexaminethepatienthistory.Itisnotenoughtoprovidethelearnerwithtextbooksandlectures,thelearnersneedtohavemoredetailsandclarityinordertounderstandmedicalsubjectswell.Therefore,medicale-learningsystemsmustbeabletoprovidethestudentswiththetoolstoclearlyidentifyanddescribedifferentpartsofthebodyincludingvideosanddetailedfigures;italsomustinteractwithothermedicalsystemstoprovidestudentswiththemedicalhistoryoftheirpatients,theirX-raypictures,andtheirprescribedmedicine.Medicale-learningsystemsrequireahigherdegreeofinteractivitythanothertypesofe-learningsystemsinthehospitaltoallowthestudentstofocusonsomesymptomforexample,andaskspecificquestionsregardingthissymptom.KSUHSRequirements:Inadditiontothoserequirements,KSUHSaddedmorerequirementstothedesirede-learningsystem.Thesystemmustutilizethemostadvancedandmostrecenttechnologiesine-learning.Thissystemmustbescalabletobeabletoaccommodateanyincreaseinthestudentsoruniversitystaff.Itmustbeexpandable,newfeaturescanbeaddedtofurtherimprovethefunctionalityofthesystem.Theremustbeassessmenttoolsbothforthestudentsandinstructorstoassessthestudents'knowledge.ThesystemmusthaveawebbasedinterfacetoallowthestudentstoaccessitusingtheirInternetbrowserswithnoregardtothepositionofthestudent.Thesystemmustprovideclassroomautomationcapabilities,andisabletoallowlecturebroadcasting,andvideoconferencing.Challenges:Thereareseveralchallengesfacingthedeploymentofthee-learningsystem.Someofthesechallengesaretechnical,andothersarerelatedtotheskillsofthestudentsanduniversitystaffskills.Technicalchallenges:ThefirsttechnicalchallengethatfacedthedeploymentofKSUHSe-learningsystemwasthehugeamountofinformationthatneededtobeincludedinthecontent.Thecontentshouldincludethedifferentsubjects,thelecturenotes,lecturevideos,textbooks,videosofsurgeries,etc...Thishugecontentisexpensiveintermsofbothcostandeffort,anditneedsseveralserverswithstoragecapacitiesenoughtokeepsuchcontent.Thesecondchallengewastheinfrastructure;studentsneededtohaveaccesstothesystemfromeverywhereinsidethecampusaswellasoutsidethecampusthroughtheInternet.Accesscontrolmethodshadtobeconsideredtopreventunauthorizedaccess,infrastructureneededtobepowerfulenoughtoallowstudentstoaccessthesystemreliablyandeasily.Skillchallenges:Whenstudiestobuildthesystemstarted,itwasnecessarytomeasurethestudents'informationtechnologyskillstoassesstheirreadinessforthenewsystem.Inordertodothisaquestionnairewasintroducedtothestudents[10]withquestionsinvolvingwhethertheyowncomputers,andhowtheyusecomputersingeneral.Theresultofthisquestionnaireshowedthatalthoughthestudentshadreasonablegeneralcomputerskills,theylackedthecapabilitiestousetheirskillsinmedicalstudyandresearch.Thisresultprovedthatstudentsshouldreceivepropertraininginordertoutilizethesysteminthebestway,andurgedustoaddcoursesinmedicalinformaticstothestudents.Whentheskillsoftheteachingstaffwereexamined,itwasobservedthatmanyofthemalsolackedthenecessaryskillstousethissysteminthebestway[11].Theabovechallengeshadsomeimpactonthedesignofoure-learningsystemaswillbediscussedinthenextsection.SystemDesign:Thefirststepindesigningthesystemwastobuildamodelthattakesintoconsiderationtheentiregeneral,medical,andKSUHSrequirements.Thismodelshouldalsoovercomeallchallengesthatmayappear.Figure1showsthemodelusedtodefinethedifferentcomponentsofthesystem.Italsoshowsthesystemphases.Figure.1.SystemModelandphasesAsfigure2shows,wedecidedtobuildthesysteminathreephaseprocedure.Inthefirstphase,classroomautomationdeviceslikeinteractiveboards,controlstations,projectors,audiovisualequipment,documentcamerasaswellasnecessarysoftwareareinstalled.Itwasdecidedtoinstallthesedevicesinfifteenlocationstostartwith;theselocationsincludedthreeremoteclassrooms,aswellassixmobileclassroomstobesetupasneeded.Thefirstphasealsoincludestheinstallationofvideoconferencingequipmentlikecameras,voicerecognitiondevices,andsoftware.Thevideoportalisalsoapartofthisphaseanditprovidesasearchablecontentdatabase,livevideo,andvideo-on-demandcapabilities.Inthisphase,datafromclassrooms(documents,notes,videos…)areuploadedintotheportalwhichcanbeusedbythestudentseithertoparticipateinthelectureliveorforlaterusewhentheyarestudyingathome.Theportalwillhaveawebinterfacetofacilitatestudentandstaffaccess.Inordertosupportthisphase,thenetworkinfrastructureisupgraded.KAUHlocalareanetwork(LAN)isupgradedtosupportthenewsystemcapabilities,wirelessnetworksareinstalledinKAUHandthefacultyofmedicinetoallowstudentstoaccessthesystemusingwirelessenableddeviceslikelaptops,andnecessaryserverstocarrythedatabaseandvideofilesareinstalledandconnectedtothecurrentnetwork.ThesecondphaseincludestheinstallationofanadvancedLMSsystemtoallowthelearnerstocustomizethecontentaccordingtotheirneedsandgoals.Thisphasewillalsofocusonenhancingthecollaborativelearningbyintroducingdiscussionboardsanddifferentcollaborationtoolstoallowthestudentstointeractwitheachotherandwiththeirinstructorsandprofessorstofurtherimprovetheirlearningandunderstandingaspreviousstudieshaveshowed[12][13].Thethirdphaseprovidestheinstructorswiththetoolstobuildandpublishtheirowncontent(lectures,books,notes…)andprovidesassessmenttoolsforthestudentsandtheinstructors.Thisphasewillalsoallowtheinstructorstofollowuptheprogressoftheirstudentsandiftheyarespendingenoughhoursreviewingthecontent.Thereisanotherimportantpartofthisphaseaswellwhichisprovidingthenecessaryinteractionbetweenthee-learningsystemandotherhospitalsystemsincludingthehospitalinformationsystem(HIS),andsurgeryvideosfromtheoperatingroomwhichmaybeinstructivetothestudents.Thismodelfulfilsalltherequirementsforthee-learningsystem.Itisinteractive,easytousethroughitswebinterface;itcontainsthenecessaryserversandinfrastructuretocarrythebandwidthandstorageconsumingvideosandpresentations;itisexpandableandscalablebecauseitfollowsinternationalstandardsandcanaccommodateanynewcomponent;itinteractswithdifferenthospitalsystems;itprovidesclassroomautomation,andlecturebroadcasting;anditisanup-to-datesystem.Figure2showsthelevelofinteractionforthestudentsandinstructorswiththesystem,aswellastheintegrationofthesystemwiththeexistinghospitalsystems.Thisfigureshowsclearlyhowthise-learningsystemwillincreasethelevelofinvolvementforbothstudentsandinstructorswiththesystem,andhowtheintegrationprocesswillenhancethelearningexperienceforthestudents.Figure.2.InteractionandIntegrationofthesystemThethreephasedesignhassomeimportantadvantagesinhandlingthedifferentchallenges.Thefirstphasewillprovidethestudentswithastartingpointwheretheycanusetheskillstheyalreadyhavetobenefitfromthesystemandenhancetheirlearningexperience;italsogivesthemthechancetoenhancetheircapabilitiesinmedicalinformaticsandcomputerskillsmakingthemreadyforphasetwowherethefeaturesofcollaborativelearningareaddedtothesystem.Thiswillmakethestudentscomfortablewithusingthesystemandpreventanydisappointmentthatmaypreventthemfrombenefitingfromthesystem.Fortheinstructors,thisdesignwillalsogivethemthechancetograduallyimprovetheirinformationtechnologyskills,andstartbenefitingfromthesystembeforetheyareaskedtointeractwiththestudentsinphase2andbuildtheirowncontentinphase3.Thefirstphasewillhelpbuildahugecontent(lecturenotes,videos…)thatwillbeaddedtothesystemandwilldecreasetheeffortandcostofbuildingcontentfromscratch.Besidestheexecutionofthesephases,therewillbecontinuoustrainingforboththestudentsandtheinstructorstomaximizetheirbenefitfromthesystemandtogetthemreadyfornextphases.Futureadditions:Therearemanyextensionsthatcanbemadetothesysteminthefuture.Oneoftheimportantadditionsissharingthecontentwithdifferentinstitutesinthekingdom,andintheworldwhichcanimprovethequalityoflearninginKSUHSandmedicalinstitutesaroundtheworld.Theexpandabilityofthesystemwillenabletheadditionofanynewtoolorfeaturethatmayappearandtotakeadvantageofthelatestdevelopmentsine-learningtechnology.ConclusionTheadvancesininformationtechnologyande-learningmadeKSUHSkeentoutilizethistechnologytoenrichthelearningenvironment,andtoprovidethestudentswiththetoolstoenhancetheirlearningcapabilities.ItisbelievedinKSUHSthatintegratingane-learningsystemwithtraditionalclassroomteachingisthebestapproachforthestudents.Themodeldiscussedinthispaperisastudentcenteredmodelthatusesbothtraditionalande-learningsystemstoprovidethestudentswiththeflexibilitytheyneedtolearnattheirownpaceandaccordingtotheirneeds,andtosolveproblemslikelackofspaceinoperatingroomsandpracticalclasses.Themodelintroducesahighlevelofinteractivityfurtherenhancinglearningcapabilities.Thethreephasedesignsimplifiesthechangemanagementprocess,andimprovesthestudentsandinstructorscapabilitiestousethesystemintheoptimumway.References[1]Chen,Kinshuk,Wang;"CyberSchoolingFramework:ImprovingMobilityandSituatedLearning";FifthIEEEInternationalConferenceonAdvancedLearningTechnologies;Taiwan,2005.[2]Anderson;"Modesofinteractionindistanceeducation:Recentdevelopmentsandresearchquestions";Moore,M.G.&Anderson,W.G.(eds.),HandbookofDistanceEducation;LawrenceErlbaumAssociates,2003,N.J.[3]Hayashi;Tominaga;Yamasaki;"Blendedlearningcontentsforuniversityeducation";The7thInternationalconferenceonInformationTechnologyBasedHigherEducationandTraining,2006.[4]TheSloanConsortium;"GrowingbyDegrees:OnlineEducationintheUnitedStates,2005";.[5]Colace,DeSanto,Pietrosanto;"EvaluationModelsforE-learningPlatform:anAHPapproach";The36thASEE/IEEEFrontiersinEducationConference;2006;SanDiego,[6]GierdeC.L.,PipasC.F.,RussellM.TeachingofmedicalinformaticsinUME-21medicalschools:bestpracticesandusefulresources.FamMedUnitedStates,Jan2004;36:S68-73.[7]Seng,Hok;"HumanizingE-learning"2003InternationalConferenceonCyberworlds,2003;Singapore[8]Giroire,LeCalvez,Tisseau;"Benefitsofknowledge-basedinteractivelearningenvironments:Acaseincombinatorics";ProceedingsoftheSixthInternationalConferenceonAdvancedLearningTechnologies,2006.[9]Mansour,A.A.H.;McGregor,J.;Franklin,M.;Poyser,J.;"IntelligentMedicalMultimedia-BasedTutoringSystems:DesignIssues";IEEEColloquiumonIntelligentDecisionSupportSystemsandMedicine;1992.[10]AlBarrak;"Medicalinformaticsinundergraduatemedicalstudy";TechnologyandHealthCare;Volume13,Issue5(December2005);Pages:356–357.[11]AlBarrak,AlGhammas;"InformationTechnologyinMedicalandPatientEducation";FirstInternationalConference&Exhibitionone-learning;April2006.[12]WhitisGR;"ASurveyofTechnology-BaseddistanceEducation:EmergingIssuesandLessonsLearned";AssociationofAcademicHealthCenters,2001;WashingtonDC.[13]Castle;"Open-CircuitTelevisioninPostgraduatemedicalEducation";JournalofMedicalEducation1963;38:254-60.

設(shè)計(jì)醫(yī)學(xué)教育方面的e-learning系統(tǒng):案例研究Ahmed.I.Albarrak博士堪薩斯州立大學(xué)家庭和社區(qū)醫(yī)藥醫(yī)學(xué)院，利雅得，庫特薩蒙同仁公司郵箱：albarrak@.sa電話:00966557653684摘要：信息技術(shù)方面不斷快速的發(fā)展使得在學(xué)習(xí)環(huán)境方面產(chǎn)生了重大改變，新的學(xué)習(xí)模式是傳統(tǒng)的學(xué)習(xí)模式和信息技術(shù)工具相結(jié)合。它提供給學(xué)者一個(gè)更好的環(huán)境，能使他們自由地選擇學(xué)習(xí)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(shí)。在醫(yī)學(xué)教育方面，在設(shè)計(jì)和實(shí)現(xiàn)這樣一個(gè)系統(tǒng)上面臨著幾個(gè)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(shí)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(gè)領(lǐng)域最成功的大學(xué)之一，它旨在于實(shí)現(xiàn)最先進(jìn)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(shí)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(gè)醫(yī)學(xué)e-learning系統(tǒng)的進(jìn)程，它包含了這個(gè)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e-learning元素集成到教育活動(dòng)中去以形成一個(gè)多元的學(xué)習(xí)環(huán)境。在那里學(xué)生們能夠使用所有的知識(shí)資源以提高他們的學(xué)習(xí)進(jìn)程，同時(shí)解決在設(shè)計(jì)階段他們所面臨的問題。關(guān)鍵詞：e-learning,網(wǎng)絡(luò)，教學(xué)平臺(tái)

1.引言很長時(shí)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(shí)。教育關(guān)注物質(zhì)本身而不是"學(xué)習(xí)者"，和他們的能力和學(xué)習(xí)技術(shù)的差異[1].在信息技術(shù)和交流方面連續(xù)快速的提高導(dǎo)致e-learning環(huán)境的演變。e-learning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(xí)過程。E-learing環(huán)境關(guān)注于學(xué)習(xí)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(jìn)度來學(xué)習(xí)，以群組討論和視頻會(huì)議的方式同行、老師交流，通過在線測試評估自己。E-learning系統(tǒng)給予學(xué)習(xí)者很多大的靈活性，不管他們在哪個(gè)地方，哪個(gè)時(shí)區(qū)[2].E-learning系統(tǒng)常常使用在遠(yuǎn)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。E-learning系統(tǒng)也能應(yīng)用在傳統(tǒng)學(xué)習(xí)（混合或集成的學(xué)習(xí)）的邊界去為學(xué)生擴(kuò)展多樣的資源，幫助他們關(guān)注他們的學(xué)習(xí)目標(biāo)。在近年來，E-learning系統(tǒng)有了很大的發(fā)展。在2005年，在美國大約有320萬學(xué)生擁有一個(gè)或多個(gè)在線課程[4]。現(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，E-learning期待有一個(gè)更快的發(fā)展。E-learning系統(tǒng)可分為四個(gè)主要組件[5];信息基礎(chǔ)設(shè)施負(fù)責(zé)傳輸學(xué)習(xí)資源，同時(shí)提供資源的物理存儲(chǔ)；學(xué)習(xí)管理系統(tǒng)（LMS）為管理教學(xué)和學(xué)習(xí)活動(dòng)集成所有服務(wù)；學(xué)習(xí)內(nèi)容管理系統(tǒng)（LCMS）為管理內(nèi)容提供服務(wù)；工具集負(fù)責(zé)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(gè)稱為“l(fā)earningObjcets”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。由于e-learning在現(xiàn)代社會(huì)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(shí)現(xiàn)一個(gè)現(xiàn)代e-learning系統(tǒng)包含技術(shù)發(fā)展水平的e-learing組件。這個(gè)系統(tǒng)將用于輔助和支持當(dāng)前系統(tǒng)去提供學(xué)生管理他們的課程的工具，并且獲得知識(shí)。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(shí)踐上。大學(xué)的學(xué)術(shù)環(huán)境鼓勵(lì)學(xué)生去搞研究，和盡力提供他們必須的工具如實(shí)驗(yàn)室、解剖學(xué)和心理學(xué)的軟件包。2.E-learning系統(tǒng)需求E-learning系統(tǒng)需求分為3類，總體要求，醫(yī)學(xué)E-learning要求，KSUHS要求。總體要求：任何成功的E-learning系統(tǒng)，它必須有一些包括靈活性的特點(diǎn)，允許系統(tǒng)適應(yīng)每個(gè)學(xué)生的能力和目標(biāo)[7]；交互性，學(xué)生能相互交流并且通過視頻會(huì)議或討論板與老師交流。同時(shí)，牢固的基礎(chǔ)設(shè)施去支持這個(gè)系統(tǒng)使學(xué)習(xí)者能簡單和快捷地進(jìn)入系統(tǒng)。醫(yī)學(xué)需求：醫(yī)學(xué)教育的特點(diǎn)將給E-learning系統(tǒng)增加一些要求[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(shí)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(xì)資料與細(xì)節(jié)。因此，醫(yī)學(xué)E-learning系統(tǒng)必須能夠提供給學(xué)生清楚地識(shí)別和描述身體不同部分的工具包括視頻和詳細(xì)圖表；它同時(shí)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(xì)的病歷，他們的X-ray片，他們的醫(yī)學(xué)描述。醫(yī)學(xué)E-learning系統(tǒng)要求比其他e-learning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(gè)癥狀具體的問題。KSUHS需求除了上面的需求，KSUHS給目標(biāo)e-learning系統(tǒng)增加了一個(gè)需求。這個(gè)系統(tǒng)必須利用當(dāng)前e-learing最先進(jìn)和最前沿的技術(shù)。這個(gè)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(kuò)展的，新的特點(diǎn)能被添加以進(jìn)一步改善系統(tǒng)的功能。同時(shí)，必須有對學(xué)生和老師對學(xué)生的知識(shí)進(jìn)行評估的工具。這個(gè)系統(tǒng)必須有一個(gè)網(wǎng)絡(luò)接口允許學(xué)生進(jìn)入，使用瀏覽器而不管學(xué)生身處何方。這個(gè)系統(tǒng)必須提供自動(dòng)化的學(xué)習(xí)課堂，并且能夠支持課程廣播，視頻會(huì)議。3.問題在部署E-learning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。技術(shù)問題：KSUHSE-learning系統(tǒng)部署面臨的第一個(gè)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。第二個(gè)問題是基礎(chǔ)設(shè)施；學(xué)生需要在校園的任何一個(gè)地方進(jìn)入系統(tǒng)，同時(shí)在校外通過Internet也能進(jìn)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)。技能問題：當(dāng)研究建設(shè)這個(gè)系統(tǒng)的時(shí)候，它是非常必要地出估計(jì)學(xué)生為這個(gè)新的系統(tǒng)在信息技術(shù)方面所做的準(zhǔn)備的能力。為了保證這一方面，一個(gè)調(diào)查問卷表應(yīng)該準(zhǔn)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(jì)算機(jī)。這個(gè)調(diào)查問卷表的結(jié)果表明盡管學(xué)生有一般合理的計(jì)算機(jī)技能，但是他們?nèi)鄙僭卺t(yī)學(xué)研究和調(diào)查而使用計(jì)算機(jī)的技能。這個(gè)結(jié)果表明學(xué)生應(yīng)該接受適當(dāng)?shù)挠?xùn)練以便更好地使用系統(tǒng)，同時(shí)推促我們增加醫(yī)學(xué)信息的課程給學(xué)生。當(dāng)教學(xué)員工被檢驗(yàn)時(shí)，我們觀察到很多人也缺少為更好地使用這個(gè)系統(tǒng)所必須的技能。上面的這些問題對我們的e-learning系統(tǒng)有一些影響，我們將在下一部分進(jìn)行討論。4.系統(tǒng)設(shè)計(jì)設(shè)計(jì)系統(tǒng)的第一步就是構(gòu)造一個(gè)模型，將總體需求、醫(yī)學(xué)、KSUHS需求考慮在內(nèi)。這個(gè)模型也應(yīng)該克服所可能遇到的挑戰(zhàn)。圖1展示了定義系統(tǒng)不同組件的模型，同時(shí)也顯示了系統(tǒng)階段。圖1.系統(tǒng)模型和階段正如圖1所展示的，我們決定通過三個(gè)階段構(gòu)建系統(tǒng)。第一階段，教室自動(dòng)化設(shè)備像交互板，控制站，放映機(jī)，視聽設(shè)備，文件攝影機(jī)以及必要的軟件需要安裝。在15個(gè)定位處開始決定安裝這些設(shè)備；這些定位處需要3個(gè)遠(yuǎn)程教室和6個(gè)移動(dòng)教室。這個(gè)階段也包括安裝視頻會(huì)議設(shè)備像攝影機(jī)，聲音識(shí)別設(shè)備，和軟件。視頻入口也是這個(gè)階段的一部分，它提供一個(gè)可搜索的目錄數(shù)據(jù)庫，直播視頻和視頻點(diǎn)播能力。在這個(gè)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(gè)入口將有一個(gè)網(wǎng)絡(luò)接口以便讓學(xué)生和教員方便地進(jìn)入。為了支持這個(gè)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(yùn)行數(shù)據(jù)庫，視頻文件被安裝和連接到當(dāng)前網(wǎng)絡(luò)。第二個(gè)階段包括安裝一個(gè)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(gè)階段將關(guān)注于提高協(xié)作學(xué)習(xí)，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(jìn)一步提高他們的學(xué)習(xí)和理解能力如前面研究所顯示的。[12][13]。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...）和為導(dǎo)師與學(xué)生提供評估工具。這個(gè)階段將允許導(dǎo)師跟進(jìn)學(xué)生的進(jìn)度，如果學(xué)生花了很長的時(shí)間去復(fù)習(xí)內(nèi)容。這個(gè)階段的另一個(gè)重要部分就是提供在e-learning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。這個(gè)模型實(shí)現(xiàn)了e-learning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(chǔ)重要的視頻和報(bào)告；它是可擴(kuò)展性和可升級的，因?yàn)樗鼌⒄樟藝H標(biāo)準(zhǔn)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(dòng)化的課堂教室，課堂廣播；它是一個(gè)最新的系統(tǒng)。圖2展示了學(xué)生和導(dǎo)師在這個(gè)系統(tǒng)中交互的層次，同時(shí)和現(xiàn)有系統(tǒng)的集成情況。這個(gè)圖清楚地說明了E-learning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(xí)經(jīng)驗(yàn)。圖2.系統(tǒng)交互與集成這三個(gè)階段設(shè)計(jì)在處理不同的問題上有一些重要的優(yōu)點(diǎn)。第一個(gè)階段將提供學(xué)生一個(gè)起點(diǎn)，在那里他們能夠運(yùn)用已有的技能從這個(gè)系統(tǒng)中獲益而且提高他們的學(xué)習(xí)經(jīng)驗(yàn)；同時(shí)它也給予了提高他們在醫(yī)學(xué)信息和計(jì)算機(jī)技術(shù)上的能力，使他們?yōu)榈诙€(gè)階段做準(zhǔn)備，這個(gè)階段合作的特點(diǎn)將被加入這個(gè)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(gè)系統(tǒng)而感到失望。對導(dǎo)師，這種設(shè)計(jì)也將給他們逐漸提高信息技術(shù)的能力，在他們被要求與學(xué)生交互中獲利在第二個(gè)階段，同時(shí)，在第三階段構(gòu)造他們的目錄。第一個(gè)階段將幫助構(gòu)建一個(gè)大型的目錄（講課筆記，視頻...），加入到這個(gè)系統(tǒng)中，減少為搜索而浪費(fèi)的花費(fèi)和努力。除了這些階段的運(yùn)行之外，將有不斷地為學(xué)生和導(dǎo)師培訓(xùn)以便從這個(gè)系