Technology in Interpretation

Introduction   

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        Computers have been integrated into many different aspects of our lives, from communicating via e-mail to researching information on the Internet, from budgeting for home and business to designing complex graphics.  The profession of interpretation is no exception to the increasing use of computers.  Through the use of computers, interpreters have a greater ability to create connections between the meanings of the resource and the interests of the visitor.  

        This project incorporates computer skills training into university-level interpretation courses.

Please choose a topic below for more information:

   Importance and Description of Project

   Goals of the Project

   Definitions and Abbreviations

Click the book for the full thesis text of Chapter 1.

Importance and Description of Project

            The sudden incorporation of computers into the interpretation field has the potential for increasing both the efficiency and effectiveness of interpretation in the future.  However, the rapid emergence of computers in the field has left many interpreters without sufficient training.  Frustration using computer technology can lead to greater inefficiency in the field.  For an inexperienced computer user, programs designed to save time can take much longer than traditional methods.  Interpreters are often left to train themselves on using computers, taking precious time from already tight schedules.

            The University of Wisconsin-Stevens Point is one of the leading institutions in the country for training environmental educators and interpreters.  In the past few years, attempts have been made to teach some computer skills, including one class devoted to Microsoft PowerPoint basics and another class devoted to QuarkXpress.  However, without reinforcement of technology skills, the training is insufficient in preparing students to use computers in the field. 

To enhance the success of students after graduation, it is imperative that students receive basic computer training relating to its use in interpretation.  The goal of this project is to design and create lessons that encourage students to explore and develop computer technology skills.  This “skills training” will become an integral component of the current interpretive curriculum, and as they change in the future, will be extended to fit the newly designed courses. 

The importance of this project is revealed by the reality of the world outside of the classroom walls.  Although few people choose to become interpreters to work with computers, the extension of computer technology into the interpretive field requires the program at UWSP to change.  It is hoped that students receiving the integrated computer training will be more efficient and effective as interpreters in the field.  The addition of related computer skills to a student’s repertoire can enhance their employability after graduation. 

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Goals of the Project

The primary goal of this project is to develop computer training facilities and course modules for environmental education/interpretation students at the University of Wisconsin-Stevens Point, which will improve the students’ interpretive techniques and enhance the efficiency of their work.

• Objective 1 is to define which computing skills should be taught in the interpretive courses. 
• Objective 2 is to create thematic lesson plans that incorporate computer skills training into the current and future interpretive courses at UWSP.
• Objective 3 is to design and oversee the construction of an “Interpretation Computer Lab” in the basement of the Schmeeckle Reserve Visitor Center, where students can practice computing skills using modern equipment and programs.
• Objective 4 is to evaluate the effectiveness of the computer technology training.
• Objective 5 is to determine which computing skills are currently most used and valued by professional interpreters and their supervisors.

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Definitions

Computer technology skills:  In this project, computer technology skills refer to the operation of different types of equipment (scanners, digital camera, computers, projectors) and the use of different types of software (page layout, graphic editing, presentation) that would most often be used in an interpretation career.

Course instructors:  Unless stated otherwise, the course instructors for this project are Dr. Michael Gross, professor of environmental interpretation, Ron Zimmerman, director of Schmeeckle Reserve, and James Buchholz, graduate assistant and author of this thesis.

Desktop publishing:  Desktop publishing is the process of combining page layout skills, graphic editing skills, and knowledge of hardware to create newsletters, sign panels, posters, brochures, or other publications on a computer. 

Graphic design software:  Graphic design software allows users to manipulate images in a variety of ways.  Users can create their own images from scratch, or resize, rotate, recolor, and add special effects to images from other sources (scanners, digital cameras, clipart).  Graphic design software ranges from simple and inexpensive programs, like Microsoft Photodraw and Jasc Paint Shop Pro, to more complex programs that offer a wider range of options, like Adobe Photoshop and Illustrator.

Hardware:  Hardware represents the physical components of a computer and other technological devices.  These can include disk drives, monitors, speakers, scanners, printers, mice, and keyboards.

Interpretation:  According to the most current and widely accepted definition, interpretation is a “communication process that forges emotional and intellectual connections between the interests of the audience and the inherent meanings in the resource” (NAI Board of Directors, 2000).  Interpreters can work in visitor centers, nature centers, zoos, aquariums, museums, exhibit design companies, and many other locations. 

Interpretive Product:  In this project, an interpretive product is the final result of a comprehensive design and planning process that strives to connect the interests of visitors with the meanings of a resource.  These products would include PowerPoint presentations, sign panels, brochures, newsletters, exhibits, or conceptual plans.

Page layout software:  Page layout software allows the user to combine graphics, text, and other elements on a page of their choice.  These programs are primarily used to create signs, brochures, wayside panels, newsletters, and other publications.  Types of page layout software range from simple and inexpensive programs, like Microsoft Word and Publisher, to more complex programs that offer a wider variety of options, like QuarkXpress and Adobe PageMaker.

Digital Presentation software:  Digital presentation software provides a digital means for presenting information to groups.  Users create “slides” by adding graphics, text, sounds, and movies, and then organize their slides into a logical order.  Through the use of a digital projector, users can share their presentations with large groups.  Although a variety of presentation software exists, the most commonly used is Microsoft PowerPoint.

Software:  Unlike the physical hardware equipment, the term “software” represents computer programs made up of electronic instructions that tell the computer what to do.  Software includes word processor, database, spreadsheet, graphic, Internet, and music programs.  They are stored on disks (hard drive, CD-Rom, floppy disks).

Training module:  A training module refers to a specific set of lessons that are integrated into an already existing university course.  These lessons enhance and update the course by introducing new relevant skills and information.  In this project, the training modules are designed to teach students particular skills related to technology in the interpretive field. 

Abbreviations

CNR:  College of Natural Resources, part of the University of Wisconsin-Stevens Point

Interpretive Technology Project:  This study: “Incorporating computer technology skills into interpretation courses at the University of Wisconsin-Stevens Point”

NAI:  National Association for Interpretation

NR #:  Natural Resources course number #

Paint Shop Pro:  Jasc Paint Shop Pro 5.0 “graphic editing” software

Photoshop:  Adobe Photoshop 5.5 “graphic editing” software

PowerPoint:  Microsoft PowerPoint 2000 “digital presentation” software

Publisher:  Microsoft Publisher 2000 “page layout” software

Quark:  QuarkXpress Passport 4.1 “page layout” software

UWSP: University of Wisconsin-Stevens Point

Windows:  Microsoft Windows 98, Second Edition, “operating system”

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Methods

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