Technology in Interpretation

Methods: Create Lesson Plans   

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            The foundation of computer skills training has already been set by past requirements of the course (page layout software to design posters and sign panels), shifts in presentation styles both on campus and in the field (PowerPoint software), and concerns from past students (agencies cannot afford QuarkXpress).  In previous courses, very little time and energy were devoted to these technology skills and students were required to learn computer software and hardware on their own or in other classes.   Overall, students reported that they felt limited by their knowledge of the technology, which led to interpretive products that were less than ideal.  Technology tools were available to students to create an effective interpretive product, they had a vision of the final result, but they did not have the skills to move from vision to actual product.

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  Design and Create Tutorials

  Develop a Technology Lab Session

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Step 1:  

Design and produce tutorials that provide students with step-by-step instructions on how to use computer hardware and software.

            Through many years of helping people to learn and use computers, the researcher has found that simple step-by-step instruction guides are the best means for teaching and reinforcing technology skills.  After the specific skills were determined in Objective 1, tutorials were written for each individual software program and piece of equipment that would be taught in the courses.  These tutorials did not only include the step-by-step instructions that enhance skill building, but also had a discovery component that encouraged students to further their own learning. 

            The tutorials were written for a beginner audience.  Although organizations are currently pushing to incorporate computer skills training at the elementary and high school levels, many students entering a college program have no formal technology training.  Writing the tutorials for beginners ensured that regardless of past training, all students in the interpretive courses would be given an equal chance to create interpretive products using the same skills.  If the tutorials are completely successful, a person that has virtually no computer experience could pick up a tutorial, follow the instructions, and develop a solid interpretive product.

            With these ideas in mind, the tutorials were written simply and concisely, avoiding technical language wherever possible.  The number of pages was limited to no more than ten to avoid overwhelming the students.  If a particular software application was more complex, several tutorials were written to cover different aspects of the program.  The organization was kept clear and distinct with bullets or numbers separating the various steps.  Since computers are a visual medium, images were used to enhance the reader’s understanding of concepts.  When possible, actual screen shots were incorporated to strengthen the ties between the tutorial and the software, as well as increasing the comfort level for students who see something familiar.  Since color is an important aspect of many programs (especially graphic design), the tutorials were printed in color.  Color can contribute to the organization (colored sub-headings, labels, arrows), strengthen the ties between the tutorials and actual computer screen, and increase the readability of the tutorials by enhancing their aesthetic qualities.

            In some cases, the tutorials would be used alone as a training tool for students without further instruction.  In the Oral Interpretation Methods/Park Interpretation course (NR 368/568/367/567) for instance, PowerPoint tutorials were created to assist students in developing basic digital presentation skills.  No class time was devoted to the tutorials specifically; students completed them on their own time.  Assignments were added to the tutorials, which provide proof to the instructors that students actually completed them.  The assignments required students to utilize the skills and knowledge taught by the tutorials. 

In other cases, the tutorials were used to supplement actual course instruction.  For the Environmental Publications (NR 364/564) and Signs, Trails, and Waysides (NR 363/563) courses, additional class time was devoted to the technology skills training in the form of a laboratory session (see Step 2).  Students used the tutorials as a reinforcement of the personal instruction.  In the lab session, an instructor directly observed the skills being demonstrated by the students.  Assignments were given at the end of the training, but were not included in the actual tutorials. 

            The tutorials served as the backbone for incorporating technology skills into the interpretive curriculum.  They can be powerful tools for teaching and reinforcing skills, and are physical guides that students can refer back to in the years to come.  

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Step 2:  

Develop a technology lab session where students can learn and practice computer skills related to the interpretive profession.

            Apart from the tutorials, instruction sessions were also developed to further increase the learning of technology skills.  The written tutorials have definite limitations.  For instance, the tutorials cannot answer specific questions a student might have.  If students do not understand one of the steps, the tutorial does not provide any more detailed information.  The students must figure out the answer for themselves before they can move to the next step.  Similarly, for students that simply cannot comprehend a computer program or piece of equipment, the impersonal nature of the tutorials could lead to frustration. 

            A combined lab session was developed for students taking either the 2-credit Signs, Trails, and Waysides course (NR 363/563) or the Environmental Publications course (NR 364/564).  The session was an intensive learning experience, taught by an instructor and supplemented by the step-by-step tutorials.  An essential component of the session was the availability of computers, software, and hardware for the students to use (see Objective 3).  The session was a practical skills course designed to get students using the programs and equipment.  The instructor guided them through a series of activities, incorporating the important skills they would be using to produce interpretive products.

            Although written tutorials could accomplish the same goals, an instructor-led lab session has many advantages.  First, the amount and depth of technology information in NR 363 and 364 could cause tutorials to be overwhelming.  Both page layout and graphic design software will be taught in these courses.  In some cases, it is much simpler to show students how to complete a step rather than writing the explanation in words or pictures.  Second, since some of the concepts may be difficult to understand, the instructor is available to answer questions the students have while participating in the training.  This enhances the quality of the learning for all students.  Third, the entire training can be modified depending on the knowledge and expectations of the audience.  If an advanced group of students comprehends the information quickly, more challenging techniques can be introduced.  Fourth, limitations in the training can be virtually avoided.  If a step in a tutorial is worded poorly, all students will probably fail to learn the skills of that step.  However, if a certain explanation does not work during the lab session, the instructor can change positions and try explaining the information in a different way.  Overall, the instructor-led lab session has the potential of enhancing the entire learning experience of the students.

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