Technology in Interpretation

Methods: Determine Computer Skills to Teach   

Home

            Initially, the technology course modules were developed on the basis of skills that have been taught previously as requirements of the interpretative course.  For example, students in Oral Interpretation Methods (NR 368/568) and Park Interpretation (NR 367/567) are required to present an illustrated talk.  Over the past three years, Microsoft PowerPoint has steadily overtaken the traditional 35-millimeter slide presentations.  Digital presentations save the students both time (no wait for slides to be developed) and money (no cost for the slides).  In response to this major shift, a single session of PowerPoint training was taught in the 2000-2001 school year.  However, the marginal quality of the resulting student presentations has stimulated the development of a more intense and detailed training. 

Students in the 2-credit Environmental Publications (NR 364/564) and Signs, Trails, and Waysides (NR 363/563) courses are required to design and produce several examples of posters, sign panels, and other publications.  When these courses were established in the early 1990’s, Gross and Zimmerman decided that students should be using desktop publishing software to create their publications.  QuarkXpress, a professional page layout program utilized by nationally syndicated newspapers, magazines, and advertising companies, was chosen as the software students should learn.  Gross and Zimmerman contracted with University Printing and Design to instruct the course.  Two discussion sessions (4 hours) were devoted to QuarkXpress training each year.  The frustration expressed by students using the software has prompted the need for more comprehensive training in QuarkXpress and graphic editing programs. 

In addition to the past incorporation of computer skills and requirements in the courses, discussions with former students will form the initial basis of the technology course modules.  Zimmerman has received a few phone calls from former students who request QuarkXpress for their agency.  After developing skills in using QuarkXpress, the students would like to use the software to produce publications for their interpretive site.  Unfortunately, QuarkXpress requires a large investment, nearly $1,800 at the time of this writing, and few interpretive agencies or organizations can afford to spend this much on software purchases.  Therefore, another need has arisen to teach students about more affordable page layout solutions.

The past incorporation of computer skills into the courses did not happen by chance.  Dr. Gross and Ron Zimmerman have a comprehensive understanding of the field through networking with professional interpreters.   These connections have provided them with insight into the needs and desires of computer skills in the interpretation field.  Therefore, the initial training modules expanded and built upon skills currently taught in the interpretive courses.

            By reviewing popular software and talking with people who use the programs, the researcher determined specific skills to teach in the interpretive courses.  The available applications represent an enormous spectrum of possibilities in terms of skill development.  This project identified only the necessary program components that could be used to enhance an interpretive product, whether the product is a publication, sign panel, or presentation.  Although technology is an essential aspect of the interpretive program, it is by no means the most important to a student’s training.  The time spent on technology skills must be balanced with the other training.

  Return to Methods

 
Introduction
Related Readings

Methods
Results
Thesis
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For More Information, contact:

Jim Buchholz
Schmeeckle Reserve
University of Wisconsin-Stevens Point
(715) 346-4992
jbuchhol@uwsp.edu

 

 All pictures and text are copyrighted by Jim Buchholz, 2002.  No part of this website may be duplicated without written permission of the author.