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Technology in Interpretation Recommendations Based on Results |
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The following recommendations were developed through analysis of the results gathered. Following these recommendations will enhance the quality of computer technology training at UWSP. Recommendations based on:
Recommendations
for Interpretation Computer Lab Through teaching the desktop publishing module and working with students in the lab, several improvements and additions to the computer lab could provide a more effective learning experience in the future. 1. More computers: Students learn best through direct hands-on manipulation of computers. Even with the small groups taught during the desktop publishing module, several students in each lab session were forced to share a computer. Watching someone else use a program often limits the learning experience. To be most effective, every student in the technology training module should have an individual computer to work with.
The small size of the computer lab is a major limitation to
incorporating more computers in the future.
Currently, 5 high-speed computers are located in the middle room
where all of the instruction takes place.
Two slower-speed computers occupy the other stations.
In the very least, these two computers should be replaced with
high-speed models. An additional flat-screen computer could potentially be
installed in the northeast corner of the middle room.
This would bring the number of usable computers up to 8 in the
middle room, appropriate for teaching small lab groups. 2.
More Flatbed Scanners:
When designing interpretive products, students almost always
require the use of a scanner for capturing colorful photographs and
drawings. Currently, two
flatbed scanners are located in the interpretation computer lab.
One of the scanners is an older model that can take a significant
amount of time to scan high-resolution images.
In regard to efficiency, only the higher-speed scanner is usable
by the interpretive students. During
high-use periods, the single scanner can create a major bottleneck for
students attempting to finish their projects.
In addition, the scanner ties up one of the lab computers, which
are already limited by the space.
Purchasing more scanners for the lab would help to resolve some of these
congestion problems. The
budget is obviously a major limitation, but students do not need
expensive, high-resolution scanners to complete their projects.
Inexpensive scanners, which can be purchased for about $200,
could effectively accomplish their tasks.
In addition, by purchasing scanners with a USB (universal serial
bus) connection, the scanners could be easily moved from one computer to
another. Whereas the
current flatbed scanners require a special card to be installed in the
computer, all of the computers in the lab have USB ports.
Two less expensive USB flatbed scanners could drastically
increase the efficiency of scanning in the lab. 3.
Purchase video editing hardware:
One extraordinary feature of Microsoft PowerPoint is the ability
to include movies in a presentation.
Currently, all of the computers in the University library are
connected to VCRs (videocassette recorders) and have the capability of
capturing and editing video. In
order to effectively train students to incorporate movies in the
presentations, at least one computer in the interpretation lab should be
upgraded with video editing hardware.
Again the budget is a limitation, but inexpensive video capture
cards start at about $250. A
VCR, which can be hooked up to the digital projector for large-screen
viewing, is already located in the lab.
The incorporation of video editing skills could enhance the
quality of interpretive digital presentations that students create. 4. Encourage more student use: As revealed through the current use analysis, few students are using the computer lab to work on projects other than assignments for the interpretation courses. The lab was designed as a comfortable place where environmental education and interpretation students could use technology to complete projects for any class or extracurricular activity. Students should be assured that the lab is available for their use at all times, and encouraged to utilize the technology for other classes and projects.
Digital Presentation Focus Group Recommendations For more detailed information on these recommendations, visit the Results of Digital Presentation page. 1. The written step-by-step tutorials are an effective teaching method. Continue to use them. 2. Students use the tutorials and skills from the training module for other classes and presentations. 3. The take-home tutorial teaching method is preferred over an instructor-led course. 4. Students are comfortable using PowerPoint and enjoy using it. 5. Many students do not understand basic graphic concepts, like size and resolution. The scanning tutorial should be rewritten with more emphasis on digital images. 6. Students feel that the tutorials should be available in a lab manual for purchase. However, the tutorials should also be on reserve in the library and available online. 7. Many students had problems incorporating sound into their presentations. More training is needed. 8. Students would prefer 35-millimeter slide instruction. 9. Some students would like to learn more about incorporating video into their presentations.
Desktop Publishing Focus Group Recommendations For more detailed information on these recommendations, visit the Results of Desktop Publishing Module page. 1. Students liked the overall interpretive lab training experience and found it helpful for real-world applications. It should be continued. 2. The tutorials were specific and enhanced learning; they should be used in the future. 3. Students believed that an instructor-led lab was essential to teach the more complex programs. 4. Students generally feel comfortable using the skills they learned, but lack confidence. 5. It was difficult for students to find time to come to Schmeeckle Reserve and complete their assignments. Programs either need to be available at other locations, or the Reserve should be open longer. 6. Students would like more computers available in the lab for hands-on learning. More computers need to be purchased. 7. Microsoft Publisher should be taught in a lab session rather than as a 50-minute lecture. 8. Students would prefer to have more lab sessions to reinforce the training and teach more skills. 9. Most students prefer to have the lab times set before they sign up for class. 10. Students want to learn how to create brochures and pamphlets.
Close-ended
Survey Question Recommendations Based on the results of the close-ended questions, recommendations will be made to revise the technology training modules in future interpretation courses. These revisions will make the training more applicable to the actual interpretive profession by providing students with the skills that will make them better and more efficient interpreters, and more employable after graduation. 1. Incorporate
technology training modules into future courses: In general, professional interpreters and supervisors believe the skills being taught in the training modules are important to the interpretive profession. When asked how important these skills were, participants rated each category above average, except for learning about large-format printers and laminators. According to these results, the teachable skills identified in objective #1 seem to reflect what people in the interpretive profession deem to be important. Therefore, the initial training module skills were chosen well. In response to these results, technology training in the future should continue to incorporate the original skills, which include page layout design, graphic editing, Microsoft PowerPoint, scanning, digital cameras, file management in Windows, and computer basics. Since most sites do not have access to large-format printers and laminators, training should be limited for this equipment. 2. More
comprehensive training in desktop publishing: A common thread that ran through nearly every close-ended question on the survey was the importance of solid page layout and graphic editing skills to create publications. According to the results, creating publications was the third most common use of computers at interpretive sites, topped only by word processing and e-mail. Participants ranked publications as the second most important skill that makes interpreters successful at their sites. Page layout was ranked as one of the top two most important skills being taught in the training modules, and was by far the top skill that would make an interpreter more employable. The most important skills to professional interpreters and supervisors in the field are those needed for designing and creating publications. As many identified on their questionnaires, a successful publication depends on both page layout and graphic editing skills. A greater emphasis should be placed on desktop publishing skills in the future. More time should be devoted to specific software programs that students will likely encounter on the job, including QuarkXpress, Microsoft Publisher, Adobe PageMaker, Adobe InDesign, Paint Shop Pro, Adobe Photoshop, and Microsoft PhotoDraw. However, since developing solid skills in every individual program would be impossible in the course, students should be taught the general page layout and graphic editing concepts that the programs share. General skills would be more applicable to the wide variety of software found within the profession. 3. Continue
training in using technology equipment: If students do not have access to technology after graduation, the time spent in the training modules would have been wasted. This was one of the major concerns of incorporating more technology training into interpretation courses. Should students be taught about technology that they would likely not have access to in the real world? According to the results of this survey, however, the majority of interpretive sites do have access to the technology taught in the training modules. Skills in using scanners, digital cameras, printers, and other equipment should continue to be incorporated into future training. 4. Require
students to know computer basics: Besides desktop publishing skills, another concept was common to nearly every question: computer basics. The most common uses of computers at interpretive sites were word processing and e-mailing, which are both considered to be basic computer skills. Word processing topped the list for skills that would make an interpreter most successful at the site, while e-mail and Internet research took the third and fourth positions. All three of these skills fall under the basic computer skills category. Working and navigating in the Windows environment, another basic skill, was the most important concept being taught in the training module, while understanding the basic parts and terminology of computers followed closely behind as the fourth most important concept. Finally, working and navigating in Windows was only second to publications as the skills that made applicants most employable at an interpretive site. Interpreters and supervisors truly value basic computer skills and view them as essential components of the profession. On one hand, these results might reflect the type of people responding to the survey. Most participants would be part of generations that did not grow up with computers. With the rapid rise of technology in the workplace, perhaps the participants would like to have received this basic computer training themselves. Most students graduating today have never known a time without computers. Since technology has become so interwoven into society, students likely already have an understanding of basic computer skills. On the other hand, computer basics training is still a major concern even with the technologically inclined generation of today. As explained in previous sections, without national standards governing the teaching of computer science, students entering the university are at a variety of skill levels. Some received an integrated training in word processing, databases, Internet, e-mail, and even PowerPoint, while others have received little or no training at all. This makes teaching advanced skills, like the digital presentation and desktop publishing modules, very difficult. Students need to have a working knowledge of computer basics if they are going to succeed in the interpretive profession or nearly any other career. However, incorporating this basic training into the interpretive courses can not only take time away from the more advanced and unique skills, but also take time from their primary purpose of teaching interpretive skills, a detriment to both students the and the program alike. One solution to this problem is to utilize other courses already offered by the Information Technology (IT) program. Students may be required to take certain basic computing courses before enrolling in the interpretive courses. However, as more students enter the university at higher skills levels, the time devoted to these basic computer courses might be better spent elsewhere. A unique solution is already in place at Northern Michigan University (NMU). Dr. Jean Kinnear (2002) instructs two interpretation courses at NMU, which require students to produce publications and a PowerPoint presentation. As a prerequisite of the course, certain competencies are required instead of actual computer courses. Students need to have competency in computer presentation and desktop publishing skills. According to Kinnear (2002), students can gain these competencies through self-learning, using tutorials or the Help screens, or by taking NMU computer courses. Desktop publishing and digital presentation skills training should still be integrated into the interpretive courses at UWSP. Many of these skills need to be honed for their unique use in an interpretive setting. However, students need an understanding of basic computer skills, such as word processing, e-mail, and Internet, before they participate in the training modules. Future interpretive courses should include a basic computing competency requirement that students can achieve through other courses or self-learning. Overall, this requirement would provide students with the basic technology skills they will need after graduation, while allowing the training modules to run more smoothly. 5. Less
concentration on digital presentations: Finally, although professionals believed that digital presentation skills were important for an interpretation job, only a few thought that these skills were among the most vital. Participants ranked the current use of PowerPoint presentations as below average, and only one in ten professionals believed digital presentation skills were necessary for an interpreter to be successful. Just over 50% of the interpretive sites had access to digital projectors, a necessity for presenting PowerPoint programs. Less than a quarter of the participants listed PowerPoint skills as making an applicant more employable. Participants did not value digital presentation skills as highly as the other choices. The current trend seems to indicate that digital presentations are replacing the traditional 35-millimeter slideshows. However, this change seems to be occurring much slower than was previously assumed. The high cost of digital projection technology and the complexity of working with the equipment may be limiting the use of PowerPoint at many interpretive sites. The lower resolution of digitally projected images may also be a factor. Digital presentation skills are important to sites that have access to the technology, and as indicated by many participants, these skills will probably be even more important in the future. Microsoft PowerPoint should continue to be taught in the technology training modules. However, since these skills are less valued by future employers, less emphasis should be placed on PowerPoint skills as compared to other skills, like desktop publishing. Open-ended
Survey Question Recommendations By reviewing the comments and suggestions made within the open-ended questions, and by especially focusing on the categories and subdivisions with the highest number of responses, recommendations will be made to revise the technology training at UWSP. Again, these revisions will make the training more applicable to the interpretive profession, by providing students with skills that will make them better and more efficient interpreters. 1. Emphasize
that technology is just a tool in interpretation: The highest number of responses related to a specific topic was an idea that technology would somehow replace the more fundamental interpretative skills. Interpretation is first and foremost a communication process, to reveal the meanings of natural and cultural resources in a way that inspires and educates an audience. Technology training should never overshadow essential interpretive concepts, such understanding the audience, communicating effectively, and knowing the resource. As they are currently designed, the technology modules are just one small piece of the entire interpretive training. They are designed to enhance the essential interpretive concepts, not detract from them. As important as it becomes in the future, the technology training must never grow to dominate the other basic skills of interpretation. Interpretive technology training should never take place in isolation as it sometimes does. It should always be related back to the primary interpretation skills. Students, especially those that have grown up in the digital age, must be consistently reminded that computers are only tools, which can be used to help them achieve their interpretive goals. The foundations of interpretation are the real natural and cultural resources, not virtual computer screens. Although the instructors intuitively understand this concept, perhaps discussing technology issues should be consciously added to the classroom curriculum. 2. Incorporate
web site design skills: As indicated by the results, the specific subcategory with the second highest response rate was website design and maintenance. More and more interpretive facilities are marketing their programs and interpreting information online. The Internet opens up a vast worldwide audience, connecting people in ways that were never even considered a few years ago. The interpretive profession is already realizing the value of this new medium of communication. According to the high number of responses, interpreters with web site design skills are highly valued by agencies and organizations. In the near future, web site design training should be incorporated into the interpretive courses at UWSP. Effective web sites have the same basic design elements as other interpretive products students are currently required to create, including posters, sign panels, brochures, and illustrated presentations. These elements can easily be incorporated into web page design using a “digital page layout” program like Microsoft FrontPage. Certain components unique to web pages, like links, scroll bars, and layout tables, could be taught in a lab session. In a digital age, students should be learning the newest interpretive medium. 3. Consider
the possible incorporation of database and mapping software skills: A significant number of responses also suggested that database and mapping software skills be integrated into the technology training. These are lower priorities according to the response rate, but may be important considerations in the future. Interpretive facilities utilize databases to organize budgets, store the addresses of members, create mailing labels, keep natural and cultural history inventories, and organize a variety of other information. Mapping software, like GIS (geographic information system) and ArcView, as well as mapping equipment, like GPS (global positioning system) units, are frequently used by interpreters for creating trail maps, analyzing biological or historical data, and designing interpretive media that accurately reflects the site. These skills could be integrated into the interpretation courses, but would probably be better taught in separate courses. 4. Continue
to provide students with real hands-on projects: The highest response category within “Preparing Students for the Real World” was to provide students with real hands-on projects. Currently, students in the Signs, Trails, and Waysides and Environmental Publications courses are required to complete a final project for a real agency or organization. This encourages students to use their technology skills on a project that will be reviewed by a real client. Another suggestion within “Preparing Students for the Real World” is that students work with other professionals. By doing these projects, students need to communicate with their clients (often professional interpreters or supervisors), with scientists or historians that know about the resource, and with fabrication companies to obtain price quotes on various materials. For students to get this important real world experience, these types of projects should continue to be incorporated into future courses. 5. Continue
to teach basic design elements: Within the “Learning the Basics” category, the highest response category was that students must understand basic design elements. Again, these skills are already being taught in the Signs, Trails, and Waysides and Environmental Publications courses. Design elements form the foundation of an effective interpretive product. The technology training modules should strive to emphasize not only learning computing skills, but also using those skills to create a balanced, unified, and visually appealing product. Essential design skills should continue to be taught in future interpretive courses. 6. Require
students to know computer basics: This recommendation is shared with the one already identified in the previous recommendation list (see close-ended question recommendation #4). Overall, a solid understanding of computer basics would achieve some of the suggestions that received a higher number of responses. For example, the second highest response division in the “Learning the Basics” category was that students needed to understand computer basics. In addition, the second highest category in “Preparing Students for the Real World” was learning computer troubleshooting and maintenance. A solid understanding of computer basics would allow students to troubleshoot many of the simple problems encountered when using computers. 7. Teach
students to use traditional methods: Although this suggestion is represented by fewer responses than the others, it is still an important concept for the technology training. Ten participants in the “Preparing Students for the Real World” category suggested that students should learn to work with limited resources. The university setting, which provides access to a wide variety of high-quality technology, may produce a false assumption that all interpretive sites have these options. Many facilities simply do not have access to even the basic technology equipment (like a scanner) that students currently use routinely to complete projects. In some cases, traditional methods of page layout, graphic editing, or illustrated talks might be more appropriate. In situations where an employer believes that PowerPoint is an ineffective medium, for instance, students may be required to present a 35-millimeter slide show, regardless of the technology available. Due to these challenges, students should be taught traditional methods along with the more advanced computer skills. As identified in the focus group results, the reincarnation of the 35-millimeter slideshow training would be a valuable asset to students. Today, nearly all interpretive sites have or at least can get access to a computer. However, not all sites will have access to the more powerful page layout programs like QuarkXpress, Adobe Pagemaker, or Microsoft Publisher. Students should be encouraged to create posters, newsletters, and sign panels using more simple programs like Microsoft Word, Microsoft PowerPoint, or WordPerfect. These programs can be used to create effective and successful publications.
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| Related Readings | ||||||
| Results | ||||||
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For More Information, contact: Jim Buchholz Schmeeckle Reserve University of Wisconsin-Stevens Point (715) 346-4992 jbuchhol@uwsp.edu
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All pictures and text are copyrighted by Jim Buchholz, 2002. No part of this website may be duplicated without written permission of the author. | ||||
