THE DIGITAL READING ROOM
數位閱覽室
The Digital Reading Room (DRR) at Athabasca University enables students to access library materials that have been selected by faculty fora particular course. The DRR is an interactive online reading room,offering digital files for course readings and supplementary materials.
阿薩巴斯卡大學的數位閱覽室(DRR)讓學生可以存取個別課程所選擇的圖書材料， DRR是互動性的線上閱讀室，提供課程閱讀的數位檔案和補充教材，
It can accommodate a range of formats, including online journal articles, electronic books, audio or video clips, web sites, and learning objects.In 2007, the DRR housed more than 20,780 resources, serving 235 courses (Tin, 2007).
可以容納一些格式，包含線上期刊論文、電子書、聲音和影像剪輯、網頁、學習物件，在2007年DRR收藏了超過20780資源，服務235門課程
The resources available have been specially selected by faculty, are organized by course and by lesson for the convenience of students, and are accessible using persistent links (PURLs).
可用的資源被依照學院特別地挑選過，且為了學生方便而根據課程和章節整理，使用永久性的連結來存取
The library’s Web Access Management (WAM) function manages access to licensed resources, including password protection of copyrighted intellectual property (Magusin, Johnson, & Tin, 2003).
圖書館的網頁存取管理(WAM)功能管理存取許可資源，包含密碼保護有智慧版權的財產
The Mobile Deployment
手機佈署
Mobile access has been used to articulate the resources that are also suitable for m-learning, currently available in the Athabasca University DRR.
手機存取被用來取得資源，也更適合作行動學習，現在可以用在阿薩巴斯卡的數位閱覽室
This work has resulted in the implementation of a comprehensive mobile library web site that contains relevant digital reading files, application tools and software, and learning resources. These materials include
這項工作造成全面性行動圖書網站的執行，包含相關的數位閱讀檔案，應用工具和軟體和學習，這些教材包括：
mobile device-ready learning objects, including MP3 versions of journal articles, video clips, and e-books
existing AU library electronic resources, organized for m-learning
an m-library web site
a comprehensive list of m-learning application tools
A best-practice document for m-learning instructional design.
●行動裝置學習物件，包含MP3版本的期刊文章， 影音剪輯和電子書
●現有的阿薩巴斯卡大學圖書館電子資源，整理成行動學習
●行動圖書館網站
●全面性的行動學習工具清單
●行動學習教學設計的最佳實務文件
Figure 2 illustrates how the desktop version of the DRR has been adapted for mobile display.
圖二說明了桌上型板本的數位閱覽室如合調整為手機顯示
Mobile ESL Project
行動英語學習計畫
E-learning, or using computers to study, is a well-established pedagogy in Canada.
數位學習，或是使用電腦學習，在加拿大是很完善的教學方法，
Athabasca University has taken e-learning one step further by using mobile phones to deliver interactive course materials.
阿薩巴斯卡大學採用數位學習，更進一步利用行動電話提供互動的課程教材，
The AU Mobile English as a Second Language (ESL) Project provides English grammar lessons and interactive exercises to anyone with a mobile device (cellphone, PDA, or smartphone) and access to the Internet.
阿薩巴斯卡大學的以英文為外語的學習計畫提供英文文法課程和互動測驗給擁有行動裝置(手機，個人數位助理，或智慧型手機)並存取網路的人
Students can brush up on their English language skills while waiting for a bus,over their lunch break, or whenever they have time to review grammar.
數位學習，或是使用電腦學習，在加拿大是很完善的教學方法，
Athabasca University has taken e-learning one step further by using mobile phones to deliver interactive course materials.
阿薩巴斯卡大學採用數位學習，更進一步利用行動電話提供互動的課程教材，
The AU Mobile English as a Second Language (ESL) Project provides English grammar lessons and interactive exercises to anyone with a mobile device (cellphone, PDA, or smartphone) and access to the Internet.
阿薩巴斯卡大學的以英文為外語的學習計畫提供英文文法課程和互動測驗給擁有行動裝置(手機，個人數位助理，或智慧型手機)並存取網路的人
Students can brush up on their English language skills while waiting for a bus,over their lunch break, or whenever they have time to review grammar.
學生可以利用等公車的時候，或是午休時間，或當他們有任何看一下文法的時間，複習他們的英文能力
The AU Mobile Learning Project was sponsored by the Canadian Council on Learning, Alberta Science and Research Authority, Canada Foundation for Innovation, Athabasca University, Canadian Virtual University, and the National Adult Literacy Database.
阿薩巴斯卡大學行動學習計畫由加拿大學習委員會，Alberta科學研究機構，加拿大創新基金會，阿薩巴斯卡大學，加拿大虛擬大學，國立成人知識資料庫所贊助。
阿薩巴斯卡大學行動學習計畫由加拿大學習委員會，Alberta科學研究機構，加拿大創新基金會，阿薩巴斯卡大學，加拿大虛擬大學，國立成人知識資料庫所贊助。
The digital ESL content is based on Penguin’s bestselling introductory English grammar lessons and exercises, which was released by the author as open-source material (O’Driscoll, 1988; 1990).
數位英語內容是以企鵝介紹英文文法和測驗的暢銷書，作為發佈的教材
Students have access to the basic tools of English grammar in an interactive modular format, accessible on mobile and fixed computing devices.
數位英語內容是以企鵝介紹英文文法和測驗的暢銷書，作為發佈的教材
Students have access to the basic tools of English grammar in an interactive modular format, accessible on mobile and fixed computing devices.
學生可以使用互動模組格式且在手機和合適的運算裝置上可存取的的英文文法基礎工具，
The course content consists of 86 lessons and related exercises that teach the basics of the English language, ranging from the difference between is and are to verb tenses, countable nouns, and other aspects of basic grammar.
The course content consists of 86 lessons and related exercises that teach the basics of the English language, ranging from the difference between is and are to verb tenses, countable nouns, and other aspects of basic grammar.
課程內容包含86堂英語基礎教學的課程和考試，範圍從 is 和are到動詞時態的差異，可數名詞，和基礎文法等方面
These digital lessons have been adapted into reusable multimedia learning objects that are accessible to anyone on the Internet, either as stand-alone lessons, groups of lessons in units, or as full-course modules.
這些數位課程調整成可以重複使用且任何人可以上網存取的多媒體學習物件，無論是獨立的課程，群組的課程，或是完整的課程模組
The content materials are in a digitized format with interactive elements added to enhance flow and learner motivation.
數位化格式的互動元件教材內容可以提升流程和學習者動機，
Specifically, the content has been rendered interactive by using a variety of multiple- choice, short-answer, jumbled-sentence, matching/ordering and fill-in the-blank exercises on the World Wide Web.
數位化格式的互動元件教材內容可以提升流程和學習者動機，
Specifically, the content has been rendered interactive by using a variety of multiple- choice, short-answer, jumbled-sentence, matching/ordering and fill-in the-blank exercises on the World Wide Web.
具體來說，在全球資訊網呈現大量的多選題、簡答題、重組句子、連連看、填充題測驗內容
The content is specifically formatted for output on small mobile devices.
內容為輸出在小行動裝置的專用格式，
Figure 3 illustrates the mobile ESL content on a basic cellphone.
圖3說明在陽春手機上的行動英語學習內容
This familiar learning context lends a sense of security to teachers and learners when using the mobile devices for learning.
圖3說明在陽春手機上的行動英語學習內容
This familiar learning context lends a sense of security to teachers and learners when using the mobile devices for learning.
熟悉的學習環境帶給教師和學習者在使用行動裝置學習時的安全感
It adheres to the principle of introducing new technologies in a familiar context, as one would introduce new pedagogical approaches in traditional contexts.
It adheres to the principle of introducing new technologies in a familiar context, as one would introduce new pedagogical approaches in traditional contexts.
堅持在熟悉的情境引進新技術，而在傳統的情境引進新教學方法的原則
The course site has been developed to also auto-detect for desktop display; PDF and Microsoft® Word documents are provided for download or printout, should the learner prefer to use these document formats.
課程網站已經發展自動偵測電腦顯示，提供PDF和WORD文件下載和列印，端看學習者喜歡用哪種文件格式
Figure 3. Mobile ESL display on a basic cellphone
圖3、手機英語學習展示在陽春版的手機
圖3、手機英語學習展示在陽春版的手機
Adult learners from three institutions – the Edmonton Mennonite Centre for Newcomers, the Chinese Evangelical Baptist Church, and Global Community College – assisted Athabasca University by pilot
testing this project.
這三個單位－ Edmonton Mennonite新移民中心、華人基督教會、全球社區大學 －的成人學習者幫助阿薩巴斯卡大學引導測驗這個計畫
The pilot testing indicated the following interesting results (Woodburn and Tin, 2007):
這三個單位－ Edmonton Mennonite新移民中心、華人基督教會、全球社區大學 －的成人學習者幫助阿薩巴斯卡大學引導測驗這個計畫
The pilot testing indicated the following interesting results (Woodburn and Tin, 2007):
引導測驗指出下列有趣的結果
a) Test Scores: A slight improvement was shown after the students accessed and studied the grammar units on the mobile phone. The improvement was still noted the week following the pilot testing.
a) 測驗分數：結果顯示學生在手機上存取和學習文法後有少許改善，引導測驗一周後仍發現有所改善
b) Accessibility: Almost all participants (90%) either “agree” or “strongly agree” that the mobile technology provided flexibility for them to learn anytime and anywhere.
b)取得性：大不分的參予者(90%)也都"同意"或"非常同意"行動科技提供了讓他們可以何時何地學習彈性
c) Quality of Learning: Most participants (69%) thought that learning with mobile technology increased the quality of their learning experience.
c)學習品質：大部分的參與者(69%)使用手機科技來學習增加了他們學習經驗的品質
d) Taking More Mobile Lessons: Most of the students (60%) chose either “5- Strongly Agree” or 4- Agree” when asked if they would like to take more lessons using mobile technology.
d)參與更多行動課程：當詢問他們是否願意參與更多使用行動科技的課程時，大部分的學生(60%)選擇了"5-非常同意"或"4-同意"
e) Recommend to Friends: Most (60%) agreed that this technology could be useful to others.
Mobile ESL learners have reported three main benefits from this project.
e)推薦給朋友：大多數(60%)同意這項科技科對其他人是有用的，行動英語學習者反映了這個計畫三個主要的好處
First, students are provided with immediate feedback.
首先，會給予學生立即的回饋，
As students work through the exercises one by one, they receive instant feedback on how they scored (after clickingSubmit, they are told which questions they answered correctly or incorrectly); if they have answered incorrectly, they can try again and learn from their initial mistake.
學生一題一題做測驗，他們會收到即時的得分回饋(在點擊送出之後，告知所答的答案哪裡正確哪裡錯誤)；如果他們回答錯誤，可以再試一次並從錯誤中學習
Second, this project allows for cross-referencing to other sites and resources.
第二，這個計畫允許相互引用到其他網站和資源
Mobile devices with constant wireless online access enable users to surf the World Wide Web and view related web sites on grammar that may assist them in their language learning.
無線線上存取的行動裝置讓使用者能連覽全球資訊網並看見相關有助於語言學習的文法網站
Last, this project increases motivation and opportunity for learning.
最後，這個計畫增加了學習的動機和機會
Having the content online and right at students’ fingertips, “one click away,” means they can learn wherever they are, despite the constraints of busy work and personal schedules which take them from place to place.
線上取得內容就在學生的指尖上，"一點就搞定"意味著他們可以隨處學習，儘管繁忙的工作和個人行程的限制，還是可以到處取得這些內容
Moreover, as students achieve success and progress through the exercises, they may be motivated to learn more of the English language.
線上取得內容就在學生的指尖上，"一點就搞定"意味著他們可以隨處學習，儘管繁忙的工作和個人行程的限制，還是可以到處取得這些內容
Moreover, as students achieve success and progress through the exercises, they may be motivated to learn more of the English language.
此外，學生在考試中獲得成功和進步，他們會越有動力來學習英文，
The Athabasca University mobile ESL project can be accessed at http://eslau.ca
阿薩巴斯卡大學行動英語學習計畫可以連結 http://eslau.ca
阿薩巴斯卡大學行動英語學習計畫可以連結 http://eslau.ca
Athabasca University AirPac
The Athabasca University AirPac project is another example of mobile learning technology.
阿薩巴斯卡大學的AirPac計畫是另一個行動學習科技的例子，
AirPac is a software module of Innovative Interfaces Inc. (III), an automated library system specially designed for compatibility with wireless mobile devices.
AirPac是一個創新介面公司的軟體模組，專門設計適合無線行動裝置的自動化圖書館系統。
AirPac runs on the library’s server and sends out JavaServer Pages (JSP), formatted for mobile devices requesting information.
AirPac執行圖書館的伺服器和送出JSP網頁，以適合地格式提供行動裝置要求的資訊。
AirPac runs on the library’s server and sends out JavaServer Pages (JSP), formatted for mobile devices requesting information.
AirPac執行圖書館的伺服器和送出JSP網頁，以適合地格式提供行動裝置要求的資訊。
AirPac allows mobile users with wireless Internet access to search and browse the library catalogue, check due dates, request materials, and view their patron records in real time.
AirPac允許無線網路存取的行動用戶及時的搜尋和瀏覽圖書館目錄，簡查截止日期，需求教材，和他們的圖書證帳戶
Library staff and patrons, including people with disabilities, can now access the online public catalogue via wireless LANs, WiFi, 802.11b, and Bluetooth.
圖書館工作人員和借閱人，包含殘疾的人，現在可以透過無線區網、Wifi、802.11b協定和藍芽，存取線上公用目錄
Digital information is reformatted “on-the-fly” for different browsers and screen resolutions.
數位資訊為不同的瀏覽器和螢幕更新頻率的即時性重新格式化，
AirPac also recognizes that information needs to be formatted in Wireless Access Protocol (WAP).
AirPac also recognizes that information needs to be formatted in Wireless Access Protocol (WAP).
AirPac也整合了在無線存取協定中格式化的資訊需求，
If the user submits a search from a wireless PDA (such as a mobile phone or handheld computer), AirPac
If the user submits a search from a wireless PDA (such as a mobile phone or handheld computer), AirPac
formats a response for that type of device.
假如使用者從無線PDA(像是手機或是手持電腦)送出一個查詢，AirPac會回應那個裝置類型的格式，
For example, a mobile phone will receive a minimal display to accommodate the smaller screen area, while AirPAC will send a larger display to a PDA with more screen area available.
假如使用者從無線PDA(像是手機或是手持電腦)送出一個查詢，AirPac會回應那個裝置類型的格式，
For example, a mobile phone will receive a minimal display to accommodate the smaller screen area, while AirPAC will send a larger display to a PDA with more screen area available.
舉例來說，當AirPac送較大的顯示超出PDA螢幕大小時，手機會收到一個最小的呈現來適應較小的螢幕區塊
Athabasca University’s AirPac can be accessed at http://aupac.lib.athabascau.ca/airpac/.
Athabasca University’s AirPac can be accessed at http://aupac.lib.athabascau.ca/airpac/.
阿薩巴斯卡大學的AirPac可以來這裡拜訪 http://aupac.lib.athabascau.ca/airpac/
The DRR and MP3 Technology
數位閱覽室和MP3科技
Moving Picture Experts Group Audio Layer III – more commonly known as MP3 – is a format that compresses digital audio file size, yet retains nearly the original quality of the audio.
(前面略)俗稱為MP3－是一個壓縮數位音頻檔案大小，並保留了原來音頻質量的格式
The DRR takes advantage of this new technology by offering MP3 audio-reading files for curriculum use.
數位閱覽室利用這項新技術提供MP3語音閱讀檔案讓課程使用
In particular, the DRR features the use of MP3Producer, a CD-ripping and MP3-encoding program (see http://www.softsia.com/MP3Producerdownload-8ts0.htm).
數位閱覽室利用這項新技術提供MP3語音閱讀檔案讓課程使用
In particular, the DRR features the use of MP3Producer, a CD-ripping and MP3-encoding program (see http://www.softsia.com/MP3Producerdownload-8ts0.htm).
尤其是，數位閱覽室使用 MP3Producer，一個CD擷取和MP3編碼程式(詳見http://www.softsia.com/MP3Producerdownload-8ts0.htm)
Using MP3Producer, a series of CD audio tracks were converted to MP3 files for use in French language lessons at Athabasca University.
Using MP3Producer, a series of CD audio tracks were converted to MP3 files for use in French language lessons at Athabasca University.
使用MP3Producer，一系列的CD音像檔轉成MP3檔
The resulting encoded files are more compact, suitable for playback on an iPod® or on a media player program on a mobile device.
The resulting encoded files are more compact, suitable for playback on an iPod® or on a media player program on a mobile device.
編碼後的檔案格式更小，更適合在行動裝置上的ipod或媒體播放程式重播，
In another Athabasca University example, pre-coded MP3 files were obtained with copyright permission and streamed for use in the Global Strategic Management (EGSM-646) course of Athabasca University’s online MBA program.
In another Athabasca University example, pre-coded MP3 files were obtained with copyright permission and streamed for use in the Global Strategic Management (EGSM-646) course of Athabasca University’s online MBA program.
另外一個阿薩巴斯卡案例，預先編碼的版權允許的MP3檔可以取得
These Harvard University clips complement the study of several specific Harvard cases in the course.
These Harvard University clips complement the study of several specific Harvard cases in the course.
這幾門哈佛專門課程的補充剪輯研究
Students commented favourably on the learning value they provided; the video clips also provided the instructor with another medium for teaching course concepts.
Students commented favourably on the learning value they provided; the video clips also provided the instructor with another medium for teaching course concepts.
學生表示他們提供的有利學習價值；影像剪輯也提供以媒體做為提導者來教學課程概念
The MP3 files were converted into Realplayer’s Real Media (rm) streaming format.
MP3檔案轉成rm串流格式
They are available in both high-speed and low-speed versions, to accommodate bandwidth restrictions and thus remove another barrier for learning (see http://library.athabascau.ca/ drr/mba _template.php?course=mba&id=585).
可以利用高速和低速版本，以因應頻寬限制並移除其他學習障礙(詳見http://library.athabascau.ca/ drr/mba _template.php?course=mba&id=585)
This type of technology is ideal for busy, time-pressed executive or adult learners engaged in graduate studies such as the MBA, undergraduate studies, or specific work-related training, while juggling family and business commitments, including travel.
This type of technology is ideal for busy, time-pressed executive or adult learners engaged in graduate studies such as the MBA, undergraduate studies, or specific work-related training, while juggling family and business commitments, including travel.
這類型的科技適合繁忙、時間緊縮或是從事研究學習的成人學習者像是MBA、大學課程、或特定工作培訓，當放棄家庭的企業的承諾，包含旅遊，
Although typically older than members of the Net Generation, Athabasca University students embrace many of the characteristics of this younger demographic, especially given their multiplemedia exposure through the technologies and practices of business, the expectation of “digital connectedness” at all times, and the need to be highly efficient at multitasking.
雖然大部分都比網路世代來得年長，阿薩巴斯卡大學的學生迎合這項年輕族群的特色，特別透過科技和商業實務上給予他們多媒體的環境，期望何時都"數位連結"，滿足多項任務都能高效率的需要滿足多項任務都能高效率的需要
Today’s office, like today’s learning environment, increasingly knows no boundaries.
今日的辦公室，像是當今的學習環境， 越來越沒有國界
The Mobile DRR also features the use of text-to-speech (TTS) technology to convert machine-readable text into MP3 audio files.
行動數位閱覽室也具有使用文字轉換語音科技去轉換機器可讀的文本到MP3音頻檔案的特色
Using a software program called River Past Talkative (RPT; see http://www.riverpast.com/), a curriculum guide for a Master of Arts in Integrated Studies course, was converted from text into an audio-WAV file, providing a choice of natural human voices (see http://library.athabascau.ca/drr/view.php?course=mais&id=496&sub=0 ).
行動數位閱覽室也具有使用文字轉換語音科技去轉換機器可讀的文本到MP3音頻檔案的特色
Using a software program called River Past Talkative (RPT; see http://www.riverpast.com/), a curriculum guide for a Master of Arts in Integrated Studies course, was converted from text into an audio-WAV file, providing a choice of natural human voices (see http://library.athabascau.ca/drr/view.php?course=mais&id=496&sub=0 ).
使用稱做RPT(詳見http://www.riverpast.com/)的軟體程式 ，是文學碩士綜合課程的課程導引，轉換文字檔為音像檔，提供真人發音的選擇(詳見http://library.athabascau.ca/drr/view.php?course=mais&id=496&sub=0 )
Once created, these audio files can be saved as MP3 files and listened to on a mobile device or portable MP3 player.
一旦建立後，這些音像檔可以儲存為MP3檔並在行動裝置或可攜式MP3播放器上聽
The interface contains simple and readily accessible controls for different voices, including AT&T® Natural Voices™ (see http://www.naturalvoices.att.com).
介面包含簡易控制不同聲音的存取性，包含AT&T® Natural Voices™(詳見 http://www.naturalvoices.att.com)
This program is also used to convert books and articles into MP3 audio books and audio articles for use in the mobile DRR.
這個程式也可以用來轉換書籍和文章為MP3有聲書和有聲文章，在行動數位閱覽室作使用
For an example, see http://library.athabascau.ca/drr/view.php?course=demo&id=418.
舉例來說，詳見 http://library.athabascau.ca/drr/view.php?course=demo&id=418.
To further enhance the audio books and articles with full-text display and content reading aloud, a software program called MP3 Stream Creator is used(see http://www.guangmingsoft .net/msc/).
To further enhance the audio books and articles with full-text display and content reading aloud, a software program called MP3 Stream Creator is used(see http://www.guangmingsoft .net/msc/).
為了進一步加強有聲書和文章的全文顯示和內容朗讀，使用的軟體程式稱為MP3 Stream Creator (詳見http://www.guangmingsoft .net/msc/)
IRRODL and MP3 Technology
The International Review of Research in Open and Distance Learning (www. irrodl.org) is a renowned, refereed, open-access e-journal that aims to disseminate research, theory, and best practices in open and distance learning worldwide.
國際開放和遠距學習文獻研究(www.irrodl.org)是一個著名的、審查過的、公開存取的電子期刊，目的在於傳播全世界開放和遠距學習的研究、理論和最佳實務
IRRODL is housed at Athabasca University’s Open University Press web site.
國際開放和遠距學習文獻研究(www.irrodl.org)是一個著名的、審查過的、公開存取的電子期刊，目的在於傳播全世界開放和遠距學習的研究、理論和最佳實務
IRRODL is housed at Athabasca University’s Open University Press web site.
IRRODL位於阿薩巴斯卡大學的開放大學新聞網站
It is available free of charge to anyone with access to the Internet.
讓每個人能免費的存取網路，
IRRODL has pioneered the use of MP3 technologies for e-journal development (Killoh, Smith & Wasti, 2007).
It is available free of charge to anyone with access to the Internet.
讓每個人能免費的存取網路，
IRRODL has pioneered the use of MP3 technologies for e-journal development (Killoh, Smith & Wasti, 2007).
IRRODL率先使用MP3科技做為電子期刊發展(Killoh, Smith & Wasti, 2007).
Individuals with iPods®, mobile phones, and other mobile devices are able to access IRRODL’s content anytime, anywhere.
個人使用iPod、手機和其他行動裝置能隨時隨地存取IRRODL的內容
The inclusion of MP3 audio technology increases access for those with disabilities.
MP3語音科技的加入提高了傷疾人士的存取，
IRRODL has featured more than 40 MP3 audio articles for download and iPod®-casting.
精選了超過40篇MP3語音文章供下載和 iPod®-casting
IRRODL uses NeoSpeech’s VoiceText® technology to convert the written text into MP3 audio files.
IRRODL使用NeoSpeech’s VoiceText®技術轉換書面文字檔成MP3語音檔
The MP3 version of IRRODL is available at http://www.irrodl .org/index.php/irrodl/index.
MP3版本的IRRODL可以連到 http://www.irrodl .org/index.php/irrodl/index.
Podcasting
Podcasting is a term that describes the combination of a Rich Site Summary (RSS) feed and multimedia materials.
Podcasting是一個詞描述豐富網站摘要來源和多媒體材料的結合
It has become popular as multimedia-capable devices such as the Apple iPod® and other handheld“smart” devices have become ubiquitous.
越來越流行的多媒體設備像是Apple iPod和其他手持智慧裝置，已經發展到無所不在，
Most podcasts are in MP3 audio format.
越來越流行的多媒體設備像是Apple iPod和其他手持智慧裝置，已經發展到無所不在，
Most podcasts are in MP3 audio format.
大部分的podcasts是以MP3音頻格式，
The iPod® is not wireless-enabled, so it functions simply as an audio player.
iPod® 無法使用無線網路，所以功能只是簡單的音樂播放器
Using the DRR, Athabasca University researchers added multimedia clips of different formats and created a podcast RSS channel.
使用數位閱覽室，阿薩巴斯卡大學研究者增加不同格式的多媒體片段並創造podcast RSS頻道
Athabasca University has aimed at testing and exploring three different groups of multimedia clips: audio, video, and enhanced audio with pictures, and chaptering capabilities and their applications.
阿薩巴斯卡大學旨在測試和探索三種不同的多媒體剪輯：音像、影像、和有影像的語音檔，分章能力和其他應用，
Podcasting works like a radio, but with better audio quality and no need to tune in at a specific show time.
Podcasting的作用像收音機，但不需要在特定的播方時間即有更好的播放品質
Podcasting的作用像收音機，但不需要在特定的播方時間即有更好的播放品質
With a combination of iTunes® on the desktop and the mobile iPod®, students can retrieve materials when they connect the device at their desk, or listen to the materials on the road.
隨著電腦的iTunes和行動iPod的結合，學生可以在桌上型的連線裝置檢索教材，或在路上收聽教材
iPod® is far superior to analog devices such as cassette tapes.
iPod遠遠優於其他類似的裝置，如錄音帶，
Educational developers can add chapters in the clip, allowing learners to jump to the appropriate section.
教育發展者可以在片段中加入章節，讓學習者跳到適合的部分，
For some MPEG 4 audio files, pictures can also be encapsulated for each chapter.
For some MPEG 4 audio files, pictures can also be encapsulated for each chapter.
對某些MP4音像檔而言，圖片可以封裝在每個章節
iPod® allows students to listen to audio lectures, anytime and anywhere.
ipod允許學生在任何時間任何地點聽語音演說
The subscription model streamlines the process for students to locate and retrieve newly available learning materials.
模型化串流簡化了學重新生定位和檢索可用學習教材的流程
ipod允許學生在任何時間任何地點聽語音演說
The subscription model streamlines the process for students to locate and retrieve newly available learning materials.
模型化串流簡化了學重新生定位和檢索可用學習教材的流程
As such, podcasting opens up a new and better way to deliver audio clips.
因此，podcasting開闢了一個新的且更好的方式來傳遞音像剪輯
EFFECTIVENESS AND FUTURE OF MOBILE LEARNING
行動學習的未來與效用
Is m-learning effective? Avellis and Scaramuzzi (2004) remind us that, although there is great potential for m-learning, there are relatively few successful implementations from which best practices can be studied.
行動學習有效嗎? Avellis and Scaramuzzi (2004) 提醒我們說，雖然行動學習有很大的潛力，但是在最佳實務上很少研究出很成功的實施
The “distinction between software and supporting learning is blurred because of the way the application runs, which affects its educational effectiveness, and the educational purpose, which underlies the design of the software... therefore, both aspects must be carefully considered” (p. 16).
軟體和幫助學習之間的差異是模糊的，因為應用程式執行是建立在軟體設計的基礎上，為了影響教育成效和教育目的，因此，兩個面向都需要審慎的考量
Further,Avellis and Scaramuzzi state that it is “difficult to develop a pre-defined set of standards against which the educational value of the software can be defined, because it is not possible to define a unique and general instructional approach” (p. 16).
再者，Avellis and Scaramuzzi說這是"難以發展預先定義的一套標準，軟體的教育價值很難定義，因為它並非可定義獨特和一般的教學方法"
One group of researchers has developed a set of “quality function deployment” tools to identify and classify four types of learning, using mobile devices and learning environments: context, presentation, management, and communication (Baber, Sharples, Vavoula, & Glew, 2004).
一群研究人員發展一套”品質功能發展”工具來鑑定和分類四種學習型態，來使用行動裝置和學習環境：情境、表達、管理和溝通(Baber, Sharples, Vavoula, & Glew, 2004).
These aspects are reflective of the functions considered important for mobile learning, such as the ability to “adapt functionality for learner characteristics and learning context; discover, access, evaluate, store, retrieve learning objects; monitor, utilize, evaluate learning outcomes; assist in the recovery of breakdowns and errors during and due to learning; support the learner’s mobility” (p. 23).
這些反映出的功能面向被認為是對行學習而言是重要的，像是這些功能"功能調適學習者特有的學習情境；發現、獲取、評估、儲存、檢索學習物件；監測、使用、評估學習成果；協助在學習時的故障和錯誤的回復過程中；支持學習者的動機" (p. 23)
Although mobile technology is still in its infancy, it holds unbounded promise and potential as a key medium for learning and training in the future.
雖然行動科技目前還在起步，但他擁有無限前景和潛力，是未來學習和訓練的重要媒介
The challenge for higher educators and learning professionals, therefore, is to harness the burgeoning growth of this technology and transform it into educational formats that speak to today’s new generation of online learners.
這對高階教育者和學習專家是一項的挑戰，因此，因應科技的極速成長並將它納入進去，這說明了當今世代線上學習者的教育形式
沒有留言:
張貼留言