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1、外文资料原文Distance education as a new possibility for librarians in Estonia Distance higher education in Europe is at the beginning of the third phase in its evolution (Bang 1995) and distance learning, flexible learning, resource-based learning, open learning and computer-mediated learning are becoming

2、 commonplace in the progressive educators vocabulary. Still, there is no widespread familiarity with the concept of modern distance education in Estonia. Distance education is associated by most people with the kind of correspondence education that was offered under the old regime and is often also

3、associated with its most evident manifestation, i.e. technology. It is therefore important to convey an understanding of modern distance education to the Estonian educational systems (Distance 1993). At their meeting January 29, in 1993, the Nordic Council of Ministers made a ruling to support the A

4、ction Programme for the Baltic countries and neighbouring areas. In this Action Programme provisions were also made for educational projects in distance education. On this basis, the Council accepted an application from the President of the European Distance Education Network (EDEN) on behalf of the

5、 national associations of distance education in Finland, Norway, and Sweden to perform a feasibility study in the Baltic countries. The aims of the feasibility study were to: assess the state of art of distance education in the three Baltic states, as well as to identify the needs that exist for fur

6、ther development of distance education in the region (Distance., 1993). In March 1993 the Central and Eastern European countries proposed, in the framework of the working group on regional initiatives in human resources, to establish a Regional Distance Education Network in co-operation with PHARE.

7、As a first step a feasibility study on the development of such a Regional Distance Education Network in Central and Eastern Europe was commissioned and the European Association of Distance Teaching Universities (EADTU) was contracted to carry out this study with the Ministry of Culture and Education

8、 of Hungary as co-ordinator. Feasibility studies on the development of modern distance education were carried out in 1993 by groups of experts engaged by the Nordic Council of Ministers and PHARE. In October 1993, at a seminar in Budapest for the official representatives of all eleven PHARE countrie

9、s, it was agreed unanimously that a Regional Distance Education Network should be set up with a long-term perspective. Following the feasibility study, a financing proposal was agreed in 1994 for a three million ECU pilot project called PHARE Pilot Project for Multi-Country Co-operation in Distance

10、Education. The pilot project aimed: to act as a catalyst for national policy formulation in the field of distance education through measures for awareness raising, staff development, the presentation of existing models and mechanisms of distance education; to establish a network of National Contact

11、Points in the participating countries and to develop the necessary infrastructure in all countries to allow them to co-operate on an equal basis; to develop on an experimental basis two pilot courses (European Studies and Training of Distance Trainers), thereby testing the feasibility of joint devel

12、opment by the participating countries of core course modules which can then be adapted to national requirements and context; on the basis of the above items, to define areas of common interests in which regional co-operation can produce an important added value, in terms of enhanced quality of outpu

13、ts, speed of development and/or economies of scale (Benders, 1996). The Estonian National Contact Point was established on 7th November,1994 and Regional Centres were set up at the Tallinn Pedagogical University, the Tartu University and the Tallinn Technical University in the framework of PHARE Pro

14、gramme for Multi-Country Co-operation in Distance Education. On August 22nd 1996 the international seminar Modern Training and University Education was arranged at the Tallinn Pedagogical University to discuss what has happened in the field of distance education in Estonia. At this Seminar the main

15、obstacles to delivering distance education widely in Estonia were pointed out: lack of appropriate literature and printed materials; lack of modern knowledge; old-fashioned academic staff and subject-oriented teaching; lack of ideology and/or policy at the strategy level about distance education; fe

16、w active learners (Jgi 1996). Still, it was mentioned that the rapid development of a national telecommunication network provides a possibility to make use of the most recent information technology in the field of distance education. Connecting the libraries, information centres, universities and sc

17、hools to the Internet gives good opportunity to disseminate distance education all over Estonia.Distance learning pilot project for school librarians The distance education pilot project for school librarians is the first project in the Centre adopting flexible learning methods. Steps in the design

18、and development of courses, identification of areas of need, selection of appropriate learning media, etc. began in 1995. The distance education pilot project for school librarians started in May 1996 and will end in June 1997. The Aim of the Project The aim of the project is to bring quality in ser

19、vice and continuing education to school librarians in Estonia. This project also aims to enable participants to become aware of the potential of network possibilities, to gain some basic skills about network information seeking and retrieval, publishing on the Internet via the World Wide Web, public

20、 relations and marketing, user education, etc. Today, from the computer at home or at workplace, the educator or learner can access to the vast amount of library catalogues, journal indexes, reference books, full text of journal articles and books, art exhibits, employment notices, discussion groups

21、, business data, etc. The learners in schools need help to convert information into knowledge, to avoid information overload and to identify the best sources for the specific needs and abilities of each learner. We do hope that the school library will play an active part in the educational process o

22、f every school in Estonia and will support the work of teachers and students in showing how to make use of the modern information sources available to them. The content The Pilot project consists of four modules. Each module consists of 40 hours and includes face to face session, self studying, tuto

23、rial and group works. An introductory session of 16 hours was given during the first module using the traditional face-to-face method and 12 additional hours were offered in order to prepare students for the telematics-based components of the course. Key aspects of distance education were covered an

24、d terms as distance education, flexible learning, resource-based learning and open learning were introduced to school librarians. An overview about challenges and school possibilities was also given. Topics covered include basic network concepts, Internet basic tools, network information seeking and

25、 retrieval, publishing on the Internet via the World Wide Web, public relation and marketing, user education and consulting.Some of the advantages and difficulties experienced up to the present in using the Internet for educational delivery have been described below. The complete evaluation of the P

26、ilot Project will follow in June 1997.sirje virkus Information Research, Vol. 2 No. 4, April 1997中文译文远程教育为爱沙尼亚的图书馆员提供了一种新的可能在欧洲，远程高等教育是在其演化的第三阶段开始的。在进步的教育家说来，远距离学习，灵活的学习，基于资源的学习，开放学习和以计算机为媒介的学习变得越来越普遍。但是，在爱沙尼亚，远程教育还不是一个被广泛熟知的概念。远程教育与的大部分在旧体制下被提供的函授教育的人相关联，也往往和它最明显的体现方式技术相关联。因此，向爱沙尼亚教育系统传达对现代远程教育的理解是

27、十分重要的。 1993年1月29日，在他们的会议上，北欧部长理事会作出裁决，支持对波罗的海国家和邻近地区的行动方案。在这项行动方案中，也为远程教育中教育项目制定了相关条款。在这个基础上，理事会接受了来自欧洲远程教育网络主席代表在芬兰，挪威和瑞典的国家远程教育协会在波罗的海国家进行可行性研究的申请报告。这个可行性研究的目的是：估定远程教育在三个波罗的海国家的技术状况鉴定在这些地区进一步发展远程教育所需要的条件 1993年3月，中欧和东欧国家建议在该工作组的框架内进行人力资源的区域倡议，以与法尔共同建立一个区域远程教育网络。作为起步，这样一个在中欧和东欧的区域远程教育可行性研究是委任的，远程教育大

28、学欧洲协会与其签订合同，将作为统筹员和匈牙利文化教育部进行这项研究。关于现代远程教育发展的可行性研究是在1993年由北欧部长理事会和法尔分派的专家小组开始执行的。 1993年10月，在一次布达佩斯的所有11个法尔国家的官方代表研讨会上，与会者一致认为，一个区域的远程教育网络，应该设立一个长远的眼光。紧跟着可行性研究，一项关于300万ECU的叫做法尔多国远程教育合作试点项目的融资方案，于1994年通过。该试点项目的目的是：通过采取措施来提高认识，发展工作人员，介绍现有模型和远程教育的机制，以作为国家在远程教育领域政策制定的催化剂在参与国家建立一个网络国家联络点，在所有国家建立、发展必要的基础设施

29、，使他们能在平等的基础上进行合作发展在试验基础上的两个试点课程（欧洲远程练习器的研究和培训），以测定参与国家核心课程模块是否可以适应国家的需求和背景，从而共同发展的可行性在上述项目的基础上，以界定在哪些合作区域能产生一个局部共同利益的重要附加值，无论从提高产出质量，发展的速度或经济的规模 在法尔远程教育多国合作的项目框架中，爱沙尼亚的国家联络点成立于1994年11月7日，区域中心分别设在塔林的教学大学，塔尔图大学和塔林技术大学。1996年8月22日，国际研讨会“现代化的训练和大学教育”被安排在塔林大学，讨论了爱沙尼亚在远程教育领域发生的情况。在这次研讨会上，指出了爱沙尼亚远程教育广泛传播方面的

30、最大障碍：缺乏适当的文学和印刷材料; 缺乏现代知识; 老式的学术人员和面向主题的教学; 缺乏思想和/或缺乏在策略层面上的远程教育政策; 还有人提到，一个国家电信网络的高速发展提供了一种在远程教育领域运用最新近技术的可能性。把图书馆、信息中心、大学和学校连接到互联网上提供了在爱沙尼亚遍及远程教育的一个很好的机会。远程学习试点项目，为学校图书馆员 远程教育的试点项目在学校图书馆的应用，以采取灵活的学习方法是它的第一个项目。课程设计与开发的步骤，地区需求的鉴定，适当的学习媒体的选择等，在1995年开始。远程教育在学校图书馆的试点项目于1996年5月开始，将于1997年6月结束。该项目的目的 该项目的

31、目的是为爱沙尼亚的学校图书馆带来优质的服务和持续的教育。其目的还在于使与会者能够意识到网络存在的潜力，获得一些网络信息寻求和检索的基本技巧，通过万维网在互联网上发布信息，公共关系和营销，用户教育等。今天，通过在家里或工作场所的电脑，教育工作者或学习者可以接触到大量的图书馆目录，期刊索引，参考书籍，全文期刊文章和书籍，艺术展览，就业通知书，小组讨论，业务数据等。学员在学校需要帮助，来将信息转化为知识，以避免信息超载，并找出每一个学习者具体需要和能力的最佳来源。我们希望学校图书馆在爱沙尼亚每个学校的教育过程中起到积极的作用，并支持教师和学生在展示如何利用对他们有效的现代信息资源的工作。内容 试点项

32、目由四个单元组成。每个单元由四十个小时组成，包括面对面的会议，自我学习，补习和小组工作。介绍会议的16个小时是鉴于在第一模块采用传统的面对面的方法，12个附加的小时是为了学生为远程信息处理技术为基础的课程组成部分做准备而提供的。远程教育的关键是向学校图书馆引进灵活的学习，基于资源的学习和开放的学习。有关挑战和学校可能性的观点也被给予。内容包括基本网络概念，互联网的基本工具，网络信息寻求和检索，通过万维网在互联网上发布信息，公共关系和营销，用户教育和咨询。至目前为止，在为教育使用因特网的过程中的一些优势和遇到的困难，提供已详述如下。完整的评价试验项目，将在1997年6月给出。 sirje virkus 信息研究，第二册第四章， 1997年4月. .此处忽略！