‫ﻳﺎﮔﻴﺮ‪ #‬ﻟﻜﺘﺮ ﻧﻴﻜﻰ  ﻧﺸﮕﺎﻫﺎ ﻣﺆﺳﺴﺎ ‪6‬ﻣﻮ' ﻋﺎﻟﻰ‬ ‫ﻓﺮﻧﻪ ﻣﻴﻦ ﭘﻮ‬ ‫‪1‬‬ ‫ﭼﻜﻴﺪ‬ ‫ﺗﻮﻧﻤﻨﺪ‪#‬ﻫﺎ‪ #‬ﻓﻨﺎ ‪ #‬ﻃﻼﻋﺎ ﺗﺒﺎﻃﺎ ﺑﻴﺶ  ﻫﺮ ﭼﻴﺰ ﺑﺮ ﺗﻮﺳﻌﺔ ﻧﺶ‪ ،‬ﻣﻬﺎﻫﺎ‪،‬‬ ‫ﺗﻮﻧﺎﻳﻰﻫﺎ‪ #‬ﻧﺴﺎ‪ ,‬ﺗﺄﺛﻴﺮﮔﺬ ﺑﻮ ﺳﺖ‪  .‬ﻳﻦ ﻣﻴﺎ‪ ،,‬ﺷﺪ ﮔﺴﺘﺮ' ﻓﻨﺎ ‪ #‬ﻃﻼﻋﺎ‬ ‫ﺗﺒﺎﻃﺎ ﺑﻴﺸﺘﺮﻳﻦ ﺗﺄﺛﻴﺮ  ﺑﺮ ﻣﺤﻴﻂ ﻫﺎ‪6 #‬ﻣﻮﺷﻰ ﺑﻪ ﻳﮋ ﺑﺨﺶ ‪6‬ﻣﻮ' ﻋﺎﻟﻰ ﺷﺘﻪ ﺳﺖ‪،‬‬ ‫ﺑﻪﮔﻮﻧﻪ‪ #‬ﻛﻪ  ﻃﺮﻳﻖ ﺗﻘﺎ ﮔﺴﺘﺮ' ﺑﺰ ﻣﺤﺘﻮ‪6 #‬ﻣﻮﺷﻰ‪  ،‬ﻧﺪ ‪6‬ﻣﻮ'   ﻧﺸﮕﺎﻫﺎ‬ ‫ﺑﻪ ﻛﻠﻰ ﮔﺮﮔﻮ‪ ,‬ﺳﺎﺧﺘﻪ ﻣﺎﻫﻴﺖ ﺗﺤﺼﻴﻞ ﻧﺶﻧﺪ ‪6   #‬ﻣﻮ' ﺑﻪ ﻳﺎﮔﻴﺮ‪ #‬ﺗﺒﺪﻳﻞ‬ ‫ﻛﺮ ﺳﺖ‪ .‬ﻳﻦ ﻣﻘﺎﻟﻪ ﺿﻤﻦ ﺋﺔ ﺗﺼﻮﻳﺮ‪  #‬ﺷﻦ  ﻳﺎﮔﻴﺮ‪ #‬ﻟﻜﺘﺮ ﻧﻴﻜﻰ ﺑﻪ ﺑﺮﺳﻰ ﻣﺰﻳﺎ‬ ‫ﺳﺎﺧﺘﺎ ﻳﻦ ﻓﻨﺎ ‪  #‬ﻋﺮﺻﺔ ‪6‬ﻣﻮ' ﻋﺎﻟﻰ ﻣﻰﭘﺮ‪.‬‬ ‫ﻛﻠﻴﺪ ژﻫﺎ‬ ‫ﻳﺎﮔﻴﺮ‪ #‬ﻟﻜﺘﺮ ﻧﻴﻜﻰ‪6 ،‬ﻣﻮ' ﻟﻜﺘﺮ ﻧﻴﻜﻰ‪6 ،‬ﻣﻮ' ﻋﺎﻟﻰ‪ ،‬ﻃﺮﺣﻰ ‪6‬ﻣﻮﺷﻰ‪ ،‬ﻓﻨﺎ ‪ #‬ﻃﻼﻋﺎ‬ ‫ﺗﺒﺎﻃﺎ‬ ‫‪ .1‬ﻛﺎ ﺷﻨﺎ‪ R‬ﺷﺪ ﻛﺘﺎﺑﺪ ‪ # Q‬ﻃﻼ‪ P‬ﺳﺎﻧﻲ  ﻧﺸﮕﺎ ﻋﻠﻮ ﭘﺰﺷﻜﻰ ﺻﻔﻬﺎ‬ ‫‪aminpour@mui.ac.ir‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﻫـﺰ  ﺟـﺪﻳـﺪ ﻋﺼـﺮ ﻃﻼﻋﺎ ﻧﺎ‬ ‫ﻧﻬﺎ ﻧـﺪ‪ .‬ﻋﺼـﺮ ﻛـﻪ   ﺷـﺎﻫﺪ ﻇﻬﻮ‬ ‫ﻓﻨﺎ‪ #‬ﻫـﺎ ﻧﻮﻳـﻦ ﻃﻼﻋـﺎﺗﻰ ‪ #‬ﺗﺒﺎﻃـﻰ‬ ‫ﻫﺴﺘﻴﻢ‪  .‬ﻋﺼﺮ ﻃﻼﻋﺎ‪ ،‬ﻛﻠﻴﺔ ﻓﺮ ﻳﻨﺪﻫﺎ‪،‬‬ ‫ﻋﻠﻮ‪ # ،‬ﻧﻈﺎﻫﺎ ﮔﻮﻧﺎﮔﻮ  ﺳﺎﻳﺔ ﻓﻨﺎ‪ #‬‬ ‫ﻃﻼﻋﺎ ‪ #‬ﺗﺒﺎﻃﺎ ﭼﻨﺎ ﺳﺮﻳﻊ ﺷﺪ ﻛﺮ‬ ‫‪ #‬ﮔﺮﮔﻮ ﻣﻰﺷﻮﻧﺪ ﻛﻪ ﻓﺮ  ‪ #‬ﺳﺎ‪5‬ﻣﺎﻫﺎ‬ ‫ﻧﻴﺎ‪5‬ﻣﻨﺪ ﺑﺰ  ﻣﻰﻛﻨﺪ ﻛﻪ ﺑﻪ ﻣﺪ  ﺧﻮ‬ ‫ﺑﺎ ﺗﺤﻮﻻ ‪   :‬ﻫﻤﺎﻫﻨﮓ ﺳﺎ‪5‬ﻧﺪ‪ .‬ﻛﻨﻮ‬ ‫ﺷﻴﻮ ‪5‬ﻧﺪﮔﻰ ﻓﺮ ‪ ،‬ﻛﺴﺐ ‪ #‬ﻛﺎ ‪ #‬ﻣﻌﺎﻣﻼ‪،‬‬ ‫ﺑﺮﻗﺮ  ﺗﺒﺎﻃﺎ‪ # ،‬ﻧﺠﺎ ﭘﮋ‪#‬ﻫﺶﻫﺎ ‪#‬‬ ‫ﻣﻄﺎﻟﻌﺎ ﺑﺎ ﺑﻪﻛﺎ ﮔﻴﺮ ‪#‬ﻟﺖ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪،‬‬ ‫ﺗﺠﺎ  ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪ ،‬ﻗﺘﺼﺎ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪# ،‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﭼﻨﺎ ﻣﺘﺤﻮ‪ H‬ﺷﺪ ﻛﻪ‬ ‫ﻫﺮﮔﺰ ﺳﺎﺑﻘﻪ ﻧﺪ ﺷﺘﻪ ﺳﺖ‪.‬‬ ‫ ﻋﺼﺮ ﻛﻪ ﺳﺘﺮﺳﻰ ﺑﻪ ﺧﺪﻣﺎ ‪#‬‬ ‫ﻃﻼﻋﺎ ﺗﻨﻬﺎ ﺑﻪ ﺳﺮﻋﺖ ‪ #‬ﺳﻬﻮﻟﺖ ﻛﻠﻴﻚ‬ ‫‪217‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪218‬‬ ‫ﻣﺎ‪ R#‬ﻧﺠﺎﭘﺬﻳﺮ ﺳﺖ‪ ،‬ﺑﺮ   ﻣﺔ ﻛﺎ ‪#‬‬ ‫ﭘﻴﺸﺮﻓﺖ ﻳﻚ ﺳﺎ‪5‬ﻣﺎ ﺳﺮﻋﺖ ‪ #‬ﻧﻌﻄﺎ‪U‬ﭘﺬﻳﺮ‬ ‫ﺿﺮ‪ Q #‬ﻣﻰﺑﺎﺷﺪ‪  .‬ﭼﻨﻴﻦ ﻣﺤﻴﻄﻰ‪ ،‬ﻣﺆﺳﺴﺎ‬ ‫ﺗﻮﻟﻴﺪ ‪ #‬ﺧﺪﻣﺎﺗﻰ ﺑﻪﻃﻮ  ﺋﻢ  ﻣﻌﺮ‪X‬‬ ‫ﺗﻐﻴﻴﺮ  ﻧﺤﻮ ﻋﻤﻠﻜﺮ‪ ،‬ﻧﻮ‪ P‬ﻣﺤﺼﻮﻻ‪،‬‬ ‫‪5‬ﻳﺮﺳﺎﺧﺘﺎ ﻫﺎ ﺳﺎ‪5‬ﻣﺎﻧﻰ‪ # ،‬ﺗﺠﻬﻴﺰ  ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻣﺆﺳﺴﺎ ﻣﻮ‪5‬ﺷﻰ ﺧﺼﻮﺻ ًﺎ ﺑﺨﺶ ﻣﻮ‪[5‬‬ ‫ﻋﺎﻟﻰ ﻧﻴﺰ ‪ 5‬ﻳﻦ ﻗﺎﻋﺪ ﻣﺴﺘﺜﻨﺎ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺑﻪ‬ ‫ﻋﺒﺎ  ﻳﮕﺮ‪ ،‬ﺑﻪ ﻣﻮ ‪  5‬ﭼﻨﻴﻦ ﺗﺤﻮﻻﺗﻰ‬ ‫ﭼﻬﺮ ﻣﻮ‪ [5‬ﻧﻴﺰ ﺗﻐﻴﻴﺮ ﻣﻰﻛﻨﺪ )‪ .(2:11‬ﻣﺴﻠﻢ‬ ‫ﺳﺖ ﺑﻬﺮ ﺑﺮ  ﻫﺮ ﭼﻪ ﺑﻴﺸﺘﺮ ‪ 5‬ﻓﻨﺎ‪ #‬‬ ‫ﻃﻼﻋﺎ ‪ #‬ﺗﺒﺎﻃﺎ ﻓﺮ ﻳﻨﺪ ﻣﻮ‪ [5‬ﺑﻪ‬ ‫ﻓﺮ ﻳﻨﺪ ‪5‬ﻧﺪ‪ ،‬ﭘﻮﻳﺎ‪ # ،‬ﺟﺬ ‪ e‬ﺗﺒﺪﻳﻞ ﻣﻰ ﻛﻨﺪ؛‬ ‫‪5‬ﻳﺮ ﻓﺮ  ﻗﺎ ﻣﻰ ﺳﺎ‪ 5‬ﺗﺎ ﭼﻴﺰﻫﺎ ﺑﻴﺸﺘﺮ‬ ‫ﺑﺎ ﺳﺮﻋﺖ ﺑﻴﺸﺘﺮ ﻳﺎ ﮔﺮﻓﺘﻪ ‪ #‬ﺑﺮﻣﺒﻨﺎ‪ Q‬‬ ‫ﻋﻤﻠﻜﺮ ﺑﻬﺘﺮ ‪ 5‬ﻣﺤﻴﻂﻫﺎ ﺳﻨﺘﻰ ﻣﻮ‪5‬ﺷﻰ‬ ‫ ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫‪ #‬ﻗﻌﻴﺖ  ﺳﺖ ﻛﻪ ﺗﺤﻮﻻ ‪ 5#‬ﻓﺰ‪#‬‬ ‫ﻋﺼﺮ ﺣﺎﺿﺮ ﻧﻴﻢﻋﻤﺮ  ﻧﺶ ﻛﻮﺗﺎ ‪ #‬ﻛﻮﺗﺎﺗﺮ‬ ‫ﻣﻰﻛﻨﺪ‪ ،‬ﺑﻪﮔﻮﻧﻪ  ﻛﻪ ﭘﻴﺶﺑﻴﻨﻰ ﻣﻰﺷﻮ ﺣﺠﻢ‬ ‫ ﻧﺶ ﺑﺸﺮ ﺗﺎ ﺳﺎ‪ 2020 H‬ﻫﺮ ‪# 5# 73‬‬ ‫ﺑﺮ ﺑﺮ ﺷﻮ ﻛﻪ ﻳﻦ ﺧﻮ ﻧﮕﻴﺰﻫﺎ ﺑﻴﺸﺘﺮ‬ ‫ﺑﺮ  ﺳﺘﺮﺳﻰ ﺑﻪ ﻓﺮﺻﺖﻫﺎ ﺟﺪﻳﺪ ﻳﺎﮔﻴﺮ‬ ‫ﻣﺪ ‪  #‬ﻓﺮ  ﻳﺠﺎ ﻛﺮ ﺳﺖ)‪.(304:14‬‬ ‫‪ e-learning‬ﻳﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪،‬‬ ‫ﺷﻴﻮ  ﺟﺪﻳﺪ  ﻣﻮ‪ [5‬ﺳﺖ ﻛﻪ ﺑﻪ ﺋﻪ‬ ‫‪   #‬ﻓﺮﺻﺖﻫﺎ ﻳﺎﮔﻴﺮ ﺑﺮ  ﺗﻘﺎ‪Q‬‬ ‫ ﻧﺶ ‪ #‬ﻣﻬﺎ  ‪ 5‬ﻃﺮﻳﻖ ﻳﻨﺘﺮﻧﺖ ‪ #‬ﺷﺒﻜﻪﻫﺎ‬ ‫ﻛﺎﻣﭙﻴﻮﺗﺮ ﻣﻰﭘﺮ ‪ .5‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﻧﻪ ﺗﻨﻬﺎ ﻣﻔﺎﻫﻴﻢ ﺳﻨﺘﻰ ﻣﻌﻠﻢ )ﺑﻪﻋﻨﻮ  ﻣﻨﺒﻊ‬ ‫ﻃﻼﻋﺎ(‪ ،‬ﻣﺤﺼﻞ )ﺑﻪﻋﻨﻮ  ﺟﺎ‪ en‬ﻃﻼﻋﺎ‬ ‫‪ #‬ﻗﻌﻴﺖ  ﺳﺖ ﻛﻪ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫‪ 5‬ﻧﻈﺮ ﻓﺮ  ﮔﻮﻧﺎﮔﻮ ﻣﻌﺎﻧﻰ ﻣﺘﻌﺪ  ‪.‬‬ ‫ﺻﻄﻼ‪ e-learning p‬ﺑﺮ  ﻧﺨﺴﺘﻴﻦ ﺑﺎ ‬ ‫ﺳﺎ‪ 2001 H‬ﺟﻨﺒﺔ ﻫﻤﮕﺎﻧﻰ ﺑﻪ ﺧﻮ ﮔﺮﻓﺖ‪.‬‬ ‫ﻳﻦ ﺻﻄﻼ‪5   p‬ﻣﺎ ﺑﻪ ﻣﻌﻨﺎ ﻣﻮ‪[5‬‬ ‫ﻣﺒﺘﻨﻰ ﺑﺮ ﻛﺎﻣﭙﻴﻮﺗﺮ‪ 2‬ﺑﻮ‪ ،‬ﻛﻪ ‪ 5‬ﻃﺮﻳﻖ ﻳﻨﺘﺮﻧﺖ‬ ‫‪ #‬ﻳﻨﺘﺮ ﻧﺖ ﺋﻪ ﻣﻰﺷﺪ‪ #  # ،‬ﻗﻊ ﺟﺎﻳﮕﺰﻳﻦ‬ ‫ﻣﻮ‪ [5‬ﻣﺒﺘﻨﻰ ﺑﺮ ‪ 3e#‬ﺷﺪ)‪ .(291:9‬ﭘﺲ‬ ‫‪5   5‬ﻣﻴﻨﺔ ﻣﺎﻫﻴﺖ ‪ #‬ﻣﻔﻬﻮ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺗﻌﺎ ﻳﻒ ‪ #‬ﻧﻈﺮﻳﺎ ﻣﺘﻌﺪ ﺋﻪ‬ ‫ﺷﺪ ﻛﻪ ﺷﺎﻳﺪ  ﻫﺮ ﻳﻚ ‪ 5‬ﻧﻬﺎ ﺗﻨﻬﺎ ﺑﻪ ﺑﺨﺸﻰ‬ ‫‪ 5‬ﻣﺎﻫﻴﺖ ﻛﻠﻰ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﭘﺮ ﺧﺘﻪ‬ ‫ﺷﺪ ﺳﺖ‪5  .‬ﻳﺮ ﻧﻤﻮﻧﻪﻫﺎﻳﻰ ‪ 5‬ﻳﻦ ﺗﻌﺎ ﻳﻒ‬ ‫)‪3. Web Based Training (WBT‬‬ ‫)‪2. Computer Based Training (CBT‬‬ ‫ﻣﻌﻠﻢ( ‪ #‬ﻛﻼ‪ # R  R‬ﻛﺎ ﮔﺎ )ﺑﻪ ﻋﻨﻮ  ﺗﻨﻬﺎ‬ ‫ﻣﺤﻴﻂ ﻳﺎﮔﻴﺮ‪ (Q‬ﻣﺘﺤﻮ‪ H‬ﺳﺎﺧﺘﻪ‪ ،‬ﺑﻠﻜﻪ ﻣﺎﻫﻴﺖ‬ ‫ﺗﺤﺼﻴﻞ ‪  #‬ﻧﺶ ﻧﺪ‪ 5#‬ﻧﻴﺰ ‪ 5‬ﻣﻮ‪[5‬‬ ‫)‪ (teaching‬ﺑﻪ ﻳﺎﮔﻴﺮ )‪ (learning‬ﺗﺒﺪﻳﻞ‬ ‫ﻛﺮ ﺳﺖ‪  .‬ﺣﺎ‪ H‬ﺣﺎﺿﺮ‪[# ،‬ﻫﺎ ﺳﻨﺘﻰ‬ ‫ﻣﻮ‪ [5‬ﻳﮕﺮ ﻗﺎ ﺑﻪ ﭘﺎﺳﺨﮕﻮﻳﻰ ﺑﻪ ﻧﻴﺎ‪5‬ﻫﺎ‬ ‫ﺷﺪ ‪ #‬ﮔﺴﺘﺮ[ ﻣﺪ ‪ #‬ﻣﻬﺎ ﻫﺎ ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻧﻴﺴﺘﻨﺪ‪ .‬ﻓﻨﺎ‪ #‬ﻫﺎ ﺟﺪﻳﺪ ﻓﺮﺻﺖﻫﺎ ﺑﻴﺸﺘﺮ‪،‬‬ ‫ﺟﺪﻳﺪﺗﺮ‪ # ،‬ﺟﺬ ‪e‬ﺗﺮ ﺑﺮ  ﻳﺎﮔﻴﺮ ﺋﻪ‬ ‫ﻣﻰﻛﻨﻨﺪ ﻣﺎﻧﻨﺪ ﻓﺮﺻﺖ ﻛﺴﺐ ﺗﺠﺮﺑﺔ ﻳﺎﮔﻴﺮ‬ ‫ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺗﻮ ﻧﺎﻳﻰ ‪ #‬ﺷﻴﻮ ﻳﺎﮔﻴﺮ ﻫﺮ  ﻧﺸﺠﻮ‪.‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ‪ 5‬ﻃﺮﻳﻖ ﻛﺎ ﺑﺮ ﻓﻨﺎ‪ #‬‬ ‫ﻃﻼﻋﺎ ‪ #‬ﺗﺒﺎﻃﺎ ﻣﺮ‪5‬ﻫﺎ ﺳﺘﺮﺳﻰ ‪#‬‬ ‫ﻣﺮ‪5‬ﻫﺎ ‪5‬ﻣﺎﻧﻰ  ﻫﻢ ﺷﻜﺴﺘﻪ ‪ #‬ﺑﺰ ﻫﺎ‬ ‫ﺟﺪﻳﺪ ﺑﺮ  ﻳﺎﮔﻴﺮ ﺑﻪ ﻓﺮ ﮔﻴﺮ  ﺋﻪ‬ ‫ﻣﻰ ﻛﻨﺪ)‪.(81:13‬‬ ‫ﻣﺎﻫﻴﺖ ﻳﺎﮔﻴﺮ‪ #‬ﻟﻜﺘﺮ ﻧﻴﻜﻰ‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻣﻔﻬﻮ ﺋﺔ‬ ‫ﻣﺤﺘﻮ ‪ 5‬ﻃﺮﻳﻖ ﻛﻠﻴﺔ ﺳﺎﻧﻪﻫﺎ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﻣﺎﻧﻨﺪ ﻳﻨﺘﺮﻧﺖ‪ ،‬ﻳﻨﺘﺮ ﻧﺖ‪ ،‬ﻛﺴﺘﺮ ﻧﺖ‪ ،4‬ﭘﺨﺶ‬ ‫ﻣـﺎﻫـﻮ  ‪ ،‬ﻧـﻮ ﻫـﺎ ﺻﻮﺗـﻰ ‪ /‬ﺗـﺼﻮﻳـﺮ‪،‬‬ ‫ﺗﻠﻮﻳﺰﻳﻮ ﺗﻌﺎﻣﻠﻰ‪ # ،‬ﻟﻮ‪p‬ﻫﺎ‪ Q‬ﻓﺸﺮ ﺳﺖ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻋﻤﻞ ﻳﺎﮔﻴﺮ‬ ‫‪ 5‬ﻣﻨﺎﺑﻊ ﮔﻮﻧﺎﮔﻮ ﺗﺄﻣﻴﻦ ﻛﺮ ‪ #‬ﻓﺮ  ﻗﺎ‬ ‫ﻣﻰﺳﺎ‪ 5‬ﺗﺎ ﻗﺎﻟﺐ ‪ #‬ﺷﻴﻮ ﻳﺎﮔﻴﺮ ﺧﻮ‬ ‫ﻧﺘﺨﺎ‪ e‬ﻛﻨﻨﺪ؛‬ ‫ﻛﺎ ﺷﻨﺎﺳﺎ ﺳﻴﺴﻜﻮ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ  ‪ #‬ﻗﻊ ﻳﺎﮔﻴﺮ ﻣﺒﺘﻨﻰ‬ ‫ﺑﺮ ﻳﻨﺘﺮﻧﺖ ﺳﺖ ‪ #‬ﻋﻨﺎﺻﺮ ﭼﻮ ﺋﺔ ﻣﺤﺘﻮ‬ ‫ ﻗﺎﻟﺐﻫﺎ ﮔﻮﻧﺎﮔﻮ‪ ،‬ﻣﺪﻳﺮﻳﺖ ﺗﺠﺎ ‪e‬‬ ‫ﻳﺎﮔﻴﺮ ‪ #‬ﺟﺎﻣﻌﻪ  ‪ 5‬ﻓﺮ ﮔﻴﺮ ‪ ،‬ﻓﺮ‪ #‬‬ ‫ ﺑﺮﻣﻰﮔﻴﺮ‪ .‬ﻳﻦ‬ ‫ﻣﺤﺘﻮ ‪ # ،‬ﻣﺘﺨﺼﺼﺎ‬ ‫ﻓﻨﺎ‪  #‬ﻗﺎ ﺳﺖ ﻛﻪ ﺳﺮﻋﺖ ﻳﺎﮔﻴﺮ‬ ‫ﻓﺰ ﻳﺶ ‪ #‬ﻫﺰﻳﻨﻪﻫﺎ  ﻛﺎﻫﺶ ﻫﺪ)‪(19‬؛‬ ‫ﺧﺎ‪ 5‬ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻣﺘﺮ ‪ U‬ﺳﺖ ﺑﺎ ﻳﺎﮔﻴﺮ ﻣﺒﺘﻨﻰ‬ ‫ﺑﺮ ‪ ، 6e#‬ﻣﻮ‪ [5‬ﻣﺒﺘﻨﻰ ﺑﺮ ﻳﻨﺘﺮﻧﺖ‪، 7‬‬ ‫ﻳﺎﮔﻴﺮ ﭘﻴﺸﺮﻓﺘﺔ ﻓﺮ ﮔﻴﺮ‪ ، 8‬ﻫﻨﻤﺎﻳﻰ ﻣﺒﺘﻨﻰ ﺑﺮ‬ ‫‪ ، 9e#‬ﻳﺎﮔﻴﺮ ﭘﻴﻮﺳﺘﻪ‪ # 10‬ﻳﺎﮔﻴﺮ ‪ 5‬‬ ‫ﻧﻌﻄﺎ‪U‬ﭘﺬﻳﺮ‪(51:16) 11‬؛ ‪#‬‬ ‫ﻫﻨﺮ‪ 12‬ﻧﻴﺰ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﺑﻪ ﻣﻌﻨﺎ ﻛﺎ ﺑﺮ ﻣﻨﺎﺳﺐ ﻳﻨﺘﺮﻧﺖ  ﺟﻬﺖ‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫‪ : Extranet .4‬ﻳﻚ ﺷﺒﻜﺔ ﻛﺎﻣﭙﻴﻮﺗﺮ‪ Q‬ﺧﺼﻮﺻﻲ ﺳﺖ ﻛﻪ ﻫﻤﺎﻧﻨﺪ ﻳﻨﺘﺮ ﻧﺖ ﺑﺮ ‪ Q‬ﺳﺮ‪#‬ﻳﺲﻫﻲ ﺑﻪ ﻛﺎ ﻛﻨﺎ ‪ #‬ﻋﻀﺎ‪ Q‬ﻳﻚ ﺳﺎ‪5‬ﻣﺎ‬ ‫ﺑﻪﺧﺼﻮ‪ z‬ﻃﺮ ﺣﻲ ﺷﺪ ﺳﺖ ﺑﺎ ﻳﻦ ﺗﻔﺎ‪ #‬ﻛﻪ ﻛﺴﺘﺮ ﻧﺖ ﺳﻄﻮ‪ p‬ﻣﺨﺘﻠﻔﻲ ﻧﻴﺰ ﺑﺮ ‪ Q‬ﺳﺘﺮﺳﻲ ﺗﻌﺪ ‪ 5 Q‬ﺷﺮﻛﺎ‪ Q‬ﺗﺠﺎ ‪# Q‬‬ ‫ﻣﺸﺘﺮﻳﺎ ﺧﺎ‪ z‬ﺳﺎ‪5‬ﻣﺎ  ﻧﻈﺮ ﻣﻲﮔﻴﺮ ﻛﻪ ﺑﺮ ‪ # # Q‬ﺑﻪ  ﻧﻴﺎ‪5‬ﻣﻨﺪ ﻳﻚ ﻧﺎ ﻛﺎ ﺑﺮ‪ # Q‬ﻳﻚ ﻛﻠﻤﺔ ﻋﺒﻮ ﻣﻲﺑﺎﺷﻨﺪ‪.‬‬ ‫)‪10. Online Learning (OL‬‬ ‫‪5. Khan‬‬ ‫)‪11. Open Flexible Learning (OFL‬‬ ‫)‪6. Web Based Learning (WBL‬‬ ‫‪12. Henry‬‬ ‫)‪7. Internet Based Training (IBT‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫ﺋﻪ ﻣﻰﺷﻮ‪:‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻧﻘﻄﺔ ﻃﻼﻗﻰ‬ ‫ﻳﺎﮔﻴﺮ ‪ #‬ﻳﻨﺘﺮﻧﺖ ﺳﺖ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻣﻌﻨﺎ ﺳﺘﻔﺎ ‪5‬‬ ‫ﻓﻨﺎ‪  #‬ﺷﺒﻜﻪﻫﺎ ﺑﺮ  ﻃﺮ ﺣﻰ ﺋﻪ‪ ،‬ﻧﺘﺨﺎ‪،e‬‬ ‫ﻣﺪﻳﺮﻳﺖ‪ # ،‬ﺗﻮﺳﻌﺔ ﻳﺎﮔﻴﺮ ﺳﺖ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻣﻌﻨﺎ ﺳﺘﻔﺎ ‪5‬‬ ‫ﻗﺪ  ﺷﺒﻜﻪﻫﺎ ﺑﻪﻣﻨﻈﻮ ﻓﻌﺎ‪ H‬ﺳﺎﺧﺘﻦ ﻓﺮ ﻳﻨﺪ‬ ‫ﻳﺎﮔﻴﺮ  ﻫﺮ ‪5‬ﻣﺎ ‪  #‬ﻫﺮ ﻣﻜﺎ ﺳﺖ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻣﻌﻨﺎ ﺋﺔ‬ ‫ﻣﺤﺘﻮ  ﻣﻮ‪5‬ﺷﻰ ‪ #‬ﺗﺠﺮﺑﻴﺎ ﺳﺘﺎ  ﻣﺠﺮ‪e‬‬ ‫ﻫﺮ ﺷﺘﻪ ‪ 5‬ﻃﺮﻳﻖ ﻓﻨﺎ‪ #‬ﻫﺎ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ‬ ‫ﻓﺮ ﮔﻴﺮ ﻧﻰ  ﻧﻘﺎ‪ t‬ﻣﺨﺘﻠﻒ ﺟﻬﺎ ﺳﺖ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺷﻴﻮ  ‪ 5‬ﻳﺎﮔﻴﺮ‬ ‫ﺳﺖ ﻛﻪ ﺑﺮﻣﺒﻨﺎ ﻛﺎ ﺑﺮ ﻓﻨﺎ‪  #‬ﻃﻼﻋﺎ ‪#‬‬ ‫ﺗﺒﺎﻃﺎ ‪ #‬ﺷﺒﻜﻪﻫﺎ ﻛﺎﻣﭙﻴﻮﺗﺮ ﺷﻜﻞ ﮔﺮﻓﺘﻪ‬ ‫ﺳﺖ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺷﻜﻞ ﻧﻮﻳﻨﻰ ‪5‬‬ ‫ﻣﻮ‪ #  5 [5‬ﺳﺖ ﻛﻪ ﻛﻠﻴﺔ ﻓﻌﺎﻟﻴﺖﻫﺎ‬ ‫ﻛﻪ ﺑﻪﻃﻮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻧﺠﺎ‬ ‫ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻣﻰ ﺷﻮ  ﺑﺮﻣﻰﮔﻴﺮ؛‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻳﻌﻨﻰ ﺋﻪ ‪#‬‬ ‫ﻣﺪﻳﺮﻳﺖ ﻓﺮﺻﺖﻫﺎ ﻳﺎﮔﻴﺮ ‪ 5‬ﻃﺮﻳﻖ‬ ‫ﻛﺎﻣﭙﻴﻮﺗﺮ‪ ،‬ﺷﺒﻜﻪﻫﺎ ﻛﺎﻣﭙﻴﻮﺗﺮ‪ # ،‬ﻓﻨﺎ‪ #‬ﻫﺎ‬ ‫ﻣﺒﺘﻨﻰ ﺑﺮ ‪  e#‬ﺟﻬﺖ ﻛﻤﻚ ﺑﻪ ﺗﻮﺳﻌﺔ ﻓﺮ‬ ‫‪ #‬ﺑﻬﺒﻮ ﻋﻤﻠﻜﺮ ﻓﺮ ؛‬ ‫)‪8. Advanced Distributed Learning (ADL‬‬ ‫)‪9. Web Based Instruction (WBI‬‬ ‫‪219‬‬ ‫ﺣﻤﺎﻳﺖ ‪ 5‬ﺋﺔ ﻳﺎﮔﻴﺮ‪  ،‬ﻧﺶ‪ # ،‬ﻣﻬﺎ  ‪5‬‬ ‫ﻃﺮﻳﻖ ﻫﻜﺎ  ﻛﻠﻰ ﻣﻰ ﻧﺪ ﻛﻪ ﻧﻤﻰﺗﻮ  ‬ ‫ﺑﻪ  ‪ ،R#‬ﻓﻨﺎ‪ #‬ﻫﺎ ‪ #‬ﺣﺘﻰ ﺑﻪ ‪5‬ﻳﺮﺳﺎﺧﺖﻫﺎ‬ ‫ﻣﺸﺨﺺ ﻣﺤﺪ‪ #‬ﺳﺎﺧﺖ‪ .‬ﻫﻨﺮ ﻳﺎﮔﻴﺮ‬ ‫ﻣﺤﺼﻮ‪ H‬ﻣﺸﺘﺮ| ‪ #‬ﻧﻬﺎﻳﻰ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﺳﻪ ﻋﻨﺼﺮ ﻛﻠﻴﺪ ﻣﺤﺘﻮ ‪ ،‬ﻓﻨﺎ‪ # ، #‬ﺧﺪﻣﺎ‬ ‫ﻣﻰ ﻧﺪ )ﺷﻜﻞ ‪ # .(1‬ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ ﻫﺮ ﻳﻚ‬ ‫‪ 5‬ﻳﻦ ﻋﻨﺎﺻﺮ ﺳﻪ ﮔﺎﻧﻪ ﺧﻮ ‪ 5‬ﺟﺰ  ﻳﮕﺮ‬ ‫ﺗﺸﻜﻴﻞ ﺷﺪ ﻧﺪ)‪.(251-249:15‬‬ ‫ﻓﻨﺎ‪ #‬‬ ‫ﻣﺤﺘﻮ‬ ‫ﺧﺪﻣﺎ‬ ‫ﺷﻜﻞ ‪ :1‬ﻋﻨﺎﺻﺮ ﺻﻠﻰ ﻳﺎ ﮔﻴﺮ‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪220‬‬ ‫ﻟﻜﺘﺮﻧﻴﻜﻰ‬ ‫ﺑﺎ ﺗﻌﻤﻖ  ﺳﺎﺧﺘﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫‪ #‬ﺑﺮ ﺳﻰ ﺗﻌﺎ ﻳﻒ ﺋﻪ ﺷﺪ ﻣﻰﺗﻮ  ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪﻃﻮ ﻛﻠﻲ ﻳﻚ ﻣﺪ‪ H‬ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻧﻌﻄﺎ‪U‬ﭘﺬﻳﺮ ﺟﺎﻣﻊ ‪ #‬ﻓﺮ ﮔﻴﺮ  ﻧﺴﺖ ﻛﻪ ﻓﺮ ﻳﻨﺪ‬ ‫ﻳﺎﮔﻴﺮ ﺑﺎ ﺳﺘﻔﺎ ‪ 5‬ﻓﻨﺎ‪  #‬ﻃﻼﻋﺎ ‪#‬‬ ‫ﺗﺒﺎﻃﺎ ‪ 5 #‬ﻃﺮﻳﻖ ﻣﻨﺎﺑﻊ ﮔﻮﻧﺎﮔﻮ ‪ #‬ﻣﺘﻨﻮ‪P‬‬ ‫ﻣﻴﺴﺮ ﻣﻰﺳﺎ‪ 5‬ﺑﻪﮔﻮﻧﻪ  ﻛﻪ ﻓﺮ ﮔﻴﺮ  ﻣﻜﺎ‬ ‫ﻧﺘﺨﺎ‪5 e‬ﻣﺎ ‪ #‬ﻣﻜﺎ ﻣﻮ‪ # [5‬ﻗﺎﻟﺐ ‪ #‬ﺑﺰ‬ ‫ﻣﻮ‪5‬ﺷﻰ ﻟﺨﻮ  ‪ #‬ﻣﻨﺎﺳﺐ ﺑﺎ ﻧﻴﺎ‪5‬ﻫﺎ ‪ #‬ﺷﺮ ﻳﻂ‬ ‫ﺧﺎ‪ z‬ﺧﻮ  ﻣﻰﺑﺎﺷﻨﺪ‪ .‬ﻓﻨﺎ‪ #‬ﻫﺎﻳﻰ‬ ‫ﭼﻮ ﻳﻨﺘﺮﻧﺖ‪ ،‬ﻧﺮ ﻓﺰ ﻫﺎ ﻣﻮ‪5‬ﺷﻰ‪،‬‬ ‫ﻛﻼ‪R‬ﻫﺎ ﻣﺠﺎ‪ ،5‬ﻛﺘﺎ‪e‬ﻫﺎ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪،‬‬ ‫ﻛﻨﻔﺮ ﻧﺲﻫﺎ ‪#‬ﻳﺪﺋﻮﻳﻰ‪ ،‬ﮔﺮ‪#‬ﻫﺎ ﻣﺒﺎﺣﺜﻪ‪،‬‬ ‫ﭘﺴﺖ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪ # ،‬ﮔﻔﺖ‪#‬ﮔﻮ ﻳﻨﺘﺮﻧﺘﻰ‬ ‫‪ 5‬ﺟﻤﻠﻪ ﺑﺰ ﻫﺎﻳﻰ ﻫﺴﺘﻨﺪ ﻛﻪ  ﺳﻴﺴﺘﻢ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻓﺮ ﻛﻤﻚ ﻣﻰﻛﻨﻨﺪ‬ ‫ﺗﺎ ﺑﻪ ﺳﺮﻋﺖ ‪ #‬ﺳﻬﻮﻟﺖ ﺑﻪ ﺧﻮﻣﻮ‪5‬‬ ‫ﺑﭙﺮ ‪ .5‬ﻧﻌﻄﺎ‪U‬ﭘﺬﻳﺮ ﻳﻦ ﻣﺪ‪ H‬ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻣﻮﺟﺐ ﻣﻰﺷﻮ ﺗﺎ ﻓﺮ  ﻛﻪ ﺑﻪ ﻻﻳﻠﻰ ﭼﻮ‬ ‫ﺗﻌﻬﺪ  ﺷﻐﻠﻰ‪ ،‬ﺷﺨﺼﻰ‪ # ،‬ﺟﺘﻤﺎﻋﻰ ﻗﺎ ﺑﻪ‬ ‫ﺣﻀﻮ ﻓﻴﺰﻳﻜﻰ  ﻛﻼ‪R‬ﻫﺎ  ﺳﻰ ﻧﻴﺴﺘﻨﺪ‬ ‫‪ 5‬ﻣﻜﺎﻧﺎ ﺗﺤﺼﻴﻞ‪ ،‬ﻣﻮ‪ # ،[5‬ﻳﺎﮔﻴﺮ‬ ‫ﺑﻬﺮ ﻣﻨﺪ ﺷﻮﻧﺪ‪ 5 .‬ﺳﻮ ﻳﮕﺮ‪  ،‬ﻳﻦ ﻣﺪ‪H‬‬ ‫ﻣﻮ‪5‬ﺷﻰ ﻧﻴﺎ‪ 5‬ﺑﻪ ﺻﺮ‪ U‬ﻫﺰﻳﻨﻪﻫﺎ ‪5‬ﻳﺎ ﺑﺮ ‬ ‫ﺗﺄﻣﻴﻦ ﺳﺘﺎ‪ ،‬ﺧﺘﺼﺎ‪ z‬ﻓﻀﺎ ﻣﻮ‪5‬ﺷﻰ‪# ،‬‬ ‫ﺳﺎﻳﺮ ﻣﻜﺎﻧﺎ ﻓﻴﺰﻳﻜﻰ ﺑﺮ  ﻣﻮ‪ [5‬ﻧﻴﺴﺖ‪.‬‬ ‫ﺑﻪ ﻳﻦ ﺗﺮﺗﻴﺐ‪  ،‬ﻧﺸﺠﻮﻳﺎ ﻣﻰﺗﻮ ﻧﻨﺪ ‪ 5‬ﻫﺮ‬ ‫ﻧﻘﻄﻪ  ‪ 5‬ﺟﻬﺎ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ‪ #‬ﺑﺎ ﺳﺘﺎ ‬ ‫ﺧﻮ ﺗﺒﺎ‪ t‬ﺑﺮﻗﺮ ﻛﺮ ‪ #‬ﺑﻪ ﻃﺮ‪ p‬ﻳﺪﮔﺎﻫﺎ‬ ‫‪ #‬ﺳﺆ ﻻ ﺧﻮ ﺑﭙﺮ ‪5‬ﻧﺪ‪ ،‬ﭘﺮ‪#‬ژﻫﺎ  ﺳﻰ‬ ‫ﺧﻮ ﺗﻜﻤﻴﻞ ﻛﺮ‪ # ،‬ﺑﻪﻃﻮ ﻣﺪ ‪ #‬ﻣﻮ ‬ ‫‪5‬ﻳﺎﺑﻰ ﻗﺮ ﮔﻴﺮﻧﺪ‪.‬‬ ‫ﻫﻤﺎﮔﻮﻧﻪ ﻛﻪ  ﺷﻜﻞ ‪ 2‬ﻧﻴﺰ ﻳﺪ ﻣﻰﺷﻮ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻣﺤﻞ ﺗﻼﻗﻰ ﺣﻮ‪5‬ﻫﺎ‬ ‫ﻣﺨﺘﻠﻔﻰ ‪ 5‬ﻧﺪﻳﺸﻪ ‪ #‬ﻋﻤﻞ ﺳﺖ‪ :‬ﺣﻮ‪5‬ﻫﺎ‬ ‫ﻣﻮ‪ ،[5‬ﺗﺮﺑﻴﺖ‪ ،‬ﻳﺎﮔﻴﺮ‪  ،‬ﻧﺶ‪ # ،‬ﻓﻨﺎ‪. #‬‬ ‫ﺑﺪﻳﻬﻰ ﺳﺖ ﻛﻪ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻫﻤﺎﻧﻨﺪ‬ ‫ﻳﮕﺮ ﻓﺮ ﻳﻨﺪﻫﺎ ﻳﺎﮔﻴﺮ ﺑﺮ ﺗﺒﺎﻃﺎ ﻣﺆﺛﺮ‬ ‫ ﻧﺶ ﺑﺸﺮ ﻣﺘﻜﻰ ﺳﺖ‪ #  .‬ﻗﻊ‪ ،‬ﺗﺄﺛﻴﺮﮔﺬ ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ‪ #‬ﺑﺴﺘﻪ ﺑﻪ ﻳﺠﺎ ﺗﺒﺎﻃﺎ‬ ‫ﻣﺘﻘﺎﺑﻞ ﺑﻴﻦ ﻓﺮ ﮔﻴﺮ  ‪ #‬ﺳﺘﺎ  ‪ 5‬ﻳﻚﺳﻮ ‪#‬‬ ‫ﺑﻴﻦ ﺧﻮ ﻓﺮ ﮔﻴﺮ  ‪ 5‬ﺳﻮ ﻳﮕﺮ ﻣﻰﺑﺎﺷﺪ‪.‬‬ ‫ﻓﻨﺎ‪ #‬ﻫﺎ ﭘﻴﻮﺳﺘﻪ‪ ،‬ﻋﻢ ‪ 5‬ﻫﻤﺰﻣﺎ‪) 13‬ﻣﺎﻧﻨﺪ‬ ‫‪13. Synchronous‬‬ ‫ﻓﻨﺎ‪ #‬‬ ‫ﻃﻼﻋﺎ‬ ‫ﻣﻮ‪[5‬‬ ‫ﻣﺪﻳﺮﻳﺖ  ﻧﺶ‬ ‫ﺗﺮﺑﻴﺖ‬ ‫ﻳﺎﮔﻴﺮ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﺷﻜﻞ ‪ .2‬ﺗﺮﻛﻴﺐ ﺣﻮ!ﻫﺎ‬ ‫ﻣﺨﺘﻠﻒ ﻧﺪﻳﺸﻪ  ﻋﻤﻞ  ﻳﺎ ﮔﻴﺮ‬ ‫‪#‬ﻳﺪﺋﻮﻛﻨﻔﺮ ﻧﺲ( ‪ #‬ﻏﻴﺮﻫﻤﺰﻣﺎ‪) 14‬ﻣﺎﻧﻨﺪ ﭘﺴﺖ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ(‪ ،‬ﻣﻮﺟﺐ ﺳﺘﺤﻜﺎ ﺑﻴﺸﺘﺮ ﻳﻦ‬ ‫ﺗﻌﺎﻣﻞ ‪ #‬ﻫﻤﻜﺎ  ﺧﻮ ﻫﻨﺪ ﺷﺪ)‪.(20‬‬ ‫ﻣﺰﻳﺎ‪ #‬ﻳﺎﮔﻴﺮ‪ #‬ﻟﻜﺘﺮ ﻧﻴﻜﻰ‬ ‫ﻟﻜﺘﺮﻧﻴﻜﻰ‬ ‫ ﻋﺼﺮ ﻃﻼﻋﺎ‪  ،‬ﻧﺶ ‪ #‬ﻣﻬﺎ ﻫﺎ‬ ‫ﻧﺴﺎ ﺑﺎﻳﺪ ﺑﻪﻃﻮ ﭘﻴﻮﺳﺘﻪ ﺗﻮﺳﻌﻪ ‪ #‬ﺗﻘﺎ ﻳﺎﺑﺪ‬ ‫ﺗﺎ ﺑﺘﻮ ﻧﺪ ‪ #‬ﺑﺎ ﺷﺪ ‪ 5#‬ﻓﺰ‪ #‬ﻓﻨﺎ‪ #‬ﻫﺎ‬ ‫ﺟﺪﻳﺪ ﻫﻤﺴﻮ ‪ #‬ﻫﻤﺮ  ﮔﺮ ﻧﺪ‪ .‬ﻓﻨﺎ‪  #‬ﻃﻼﻋﺎ‬ ‫‪ #‬ﺷﺒﻜﻪﻫﺎ ﻛﺎﻣﭙﻴﻮﺗﺮ ﺗﺄﺛﻴﺮ  ﭼﺸﻤﮕﻴﺮ‬ ‫ ﺗﻘﺎ‪ Q‬ﻳﺎﮔﻴﺮ  ﺷﺘﻪ ‪ #‬ﻣﻮﺟﺒﺎ ﺑﻬﺒﻮ‬ ‫ﺳﻴﺴﺘﻢ ﻣﻮ‪5‬ﺷﻰ ‪ ،‬ﺧﺼﻮﺻ ًﺎ  ﺳﻄﻮ‪p‬‬ ‫ ﻧﺸﮕﺎﻫﻰ ‪ #‬ﻣﻮ‪ [5‬ﻋﺎﻟﻰ ﻓﺮ ﻫﻢ ﻣﻰ‪. #‬‬ ‫ﺑﻴﺘﺲ‪ 15‬ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ ﻓﺰ ﻳﺶ ﺳﺘﺮﺳﻰ‬ ‫ﺑﻪ ﺗﻌﻠﻴﻢ ‪ #‬ﺗﺮﺑﻴﺖ‪ ،‬ﺑﻬﺒﻮ ﻛﻴﻔﻴﺖ ﻳﺎﮔﻴﺮ‪،‬‬ ‫ﻛﺎﻫﺶ ﻫﺰﻳﻨﻪﻫﺎ ﻣﻮ‪ # ،[5‬ﻓﺰ ﻳﺶ ﻫﺰﻳﻨﻪ‪-‬‬ ‫ﺳﻮﻣﻨﺪ ﻣﻮ‪ [5‬ﻣﻬﻢﺗﺮﻳﻦ ﻻﻳﻞ ﺳﺘﻔﺎ ‪5‬‬ ‫ﻓﻨﺎ‪   #‬ﻣﻘﻄﻊ ﻣﻮ‪ [5‬ﻋﺎﻟﻰ ﺳﺖ)‪.(5‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻣﺎ ﻗﺪ  ﻣﻰﻫﺪ‬ ‫ﺗﺎ ﺑﻴﺸﺘﺮ ﺑﺪ ﻧﻴﻢ ‪ #‬ﺳﺮﻳﻊﺗﺮ ﻳﺎ ﺑﮕﻴﺮﻳﻢ ‪ #‬ﻳﻦ‬ ‫ﻳﺎﮔﻴﺮ ﺑﺎ ﺻﺮ‪ U‬ﻫﺰﻳﻨﻪ  ﻛﻤﺘﺮ ﺑﻪﺳﺖ‬ ‫‪ .1‬ﻧﻌﻄﺎ‪R‬ﭘﺬﻳﺮ‪#‬‬ ‫ﺳﺘﺮﺳﻰ ﺑﻪ ﻗﺎﻟﺐﻫﺎ ﻣﺘﻨﻮ‪ P‬ﻣﻮ  ﻣﻮ‪5‬ﺷﻰ‪،‬‬ ‫‪ #‬ﺑﻪﻃﻮ ﻛﻠﻰ ﺷﺮﻛﺖ  ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ ‬ ‫ﻣﺪ‪ H‬ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﺻﻮ  ﺷﺒﺎﻧﻪ ‪5#‬‬ ‫‪  #‬ﻛﻠﻴﺔ ‪5#‬ﻫﺎ ﺳﺎ‪ H‬ﻣﻜﺎﭘﺬﻳﺮ ﺳﺖ‪.‬‬ ‫‪15. Bates‬‬ ‫‪14. Asynchronous‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪ #‬ﻳـﻢ‪ .‬ﻳـﺎﮔﻴـﺮ ﻟﻜﺘـﺮ‪#‬ﻧـﻴـﻜﻰ ﻣﺤﺘـﻮ ‬ ‫ﻣﻮ‪5‬ﺷﻰ  ﻗﺎﻟﺐﻫﺎ ﮔﻮﻧﺎﮔﻮ ﺋﻪ ﻛﺮ‪،‬‬ ‫ﻣﻮﺟﺐ ﻓﺰ ﻳﺶ ﻣﻴﺰ  ﺳﺘﺮﺳﻰ ﻓﺮ ﮔﻴﺮ  ﺑﻪ‬ ‫ ﻧﺶ ‪ #‬ﻳﺎﮔﻴﺮ ﻣﺎ  ﻟﻌﻤﺮ ﺷﺪ‪ ،‬ﻛﻴﻔﻴﺖ‬ ‫ﺧﺪﻣﺎ ﻣﻮ‪5‬ﺷﻰ ﻓﺰ ﻳﺶ  ‪ # ،‬ﻣﻮﺟﺐ‬ ‫ﺗﺴﺮﻳﻊ ﺑﺮﻧﺎﻣﻪﻫﺎ ﻣﻮ‪5‬ﺷﻰ ﻣﻰﺷﻮ)‪.(46:12‬‬ ‫ﻧـﻌﻄـﺎ‪U‬ﭘـﺬﻳـﺮ‪ ،‬ﻳـﺠﺎ ﻧـﮕﻴـﺰ‪ ،‬ﻫﺰﻳـﻨﻪ‪-‬‬ ‫ﺳﻮﻣﻨﺪ‪ # ،‬ﺻﺮﻓﻪﺟﻮﻳﻰ  ‪5‬ﻣﺎ‪ 5 ،‬ﻳﮕﺮ‬ ‫ﻫﺎ‪ #‬ﻫﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻣﺤﺴﻮ‪e‬‬ ‫ﻣﻰﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻳﻦ ﺗﺮﺗﻴﺐ‪ 5 ،‬ﻃﺮﻳﻖ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻣﻰﺗﻮ  ﺷﺪ ﻓﺰ ﻳﻨﺪ ﻃﻼﻋﺎ ‪#‬‬ ‫ ﻧﺶ ﺗﺤﺖ ﻛﻨﺘﺮ‪ #  #  H‬ﻗﺪ  ‬ ‫ﻣﻬﺎ ﻛﺮ‪5  .‬ﻳﺮ ﻣﻬﻢﺗﺮﻳﻦ ﻣﺰ ﻳﺎ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻃﻰ ﻫﺸﺖ ‪#‬ﻳﻜﺮ ﻛﻠﻰ ﺑﻪ ﺟﻤﺎ‪H‬‬ ‫ﻣﻌﺮﻓﻰ ﻣﻰﺷﻮﻧﺪ‪:‬‬ ‫‪221‬‬ ‫ِ‬ ‫ﺧﺎﺻﻴﺖ ﻧﻌﻄﺎ‪U‬ﭘﺬﻳﺮ‪  ،‬ﻧﺸﺠﻮﻳﺎ ‪#‬‬ ‫ﻳﻦ‬ ‫ﺳﺘﺎ  ﻗﺎ ﻣﻰ ﺳﺎ‪ 5‬ﺗﺎ ‪ 5‬ﺧﺎﻧﻪ‪ ،‬ﻣﺤﻞ ﻛﺎ ‪،‬‬ ‫ ﻧﺸﮕﺎ‪ # ،‬ﻳﺎ ‪ 5‬ﻫﺮ ﺟﺎ ﻳﮕﺮ ﻛﻪ ﻣﻰﺗﻮ ﻧﻨﺪ‬ ‫ﺑﻪ ﻛﺎﻣﭙﻴﻮﺗﺮ ‪ #‬ﺷﺒﻜﻪ ﺳﺘﺮﺳﻰ  ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪،‬‬ ‫ ‪5‬ﻣﺎ ﻣﻨﺎﺳﺐ ‪ #‬ﺑﻪ ﻣﺪ ﻟﺨﻮ  ﺧﻮ ‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎ ﻣﺘﻨﻮ‪ P‬ﻳﺎﮔﻴﺮ ﺷﺮﻛﺖ ﻛﺮ ‪#‬‬ ‫ﻗﺎﻟﺐ ﻃﻼﻋﺎﺗﻰ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺳﻠﻴﻘﻪ‪ ،‬ﻣﻬﺎ ‪# ،‬‬ ‫ﻧﻴﺎ‪ 5‬ﻣﻮ‪5‬ﺷﻰ ﺧﻮ ﺷﺨﺼ ًﺎ ﻧﺘﺨﺎ‪ e‬ﻛﻨﻨﺪ‪.‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪222‬‬ ‫‪ .2‬ﻳﺠﺎ ﻧﮕﻴﺰ‬ ‫ﻣﻬﻢﺗﺮﻳﻦ ﺻﻞ  ﻳﺠﺎ ﻳﻚ ﻣﺤﻴﻂ ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻣﻮﻓﻖ ﺗﻮ ﻧﺎﻳﻰ ﻳﺠﺎ ﻧﮕﻴﺰ  ﻓﺮ ﮔﻴﺮ  ﺳﺖ‪.‬‬ ‫ﺑﻪ ﻳﻘﻴﻦ ﺗﺄﻛﻴﺪ ﺑﺮ ﺋﺔ ﻳﺴﺘﺎ ‪ #‬ﺳﻨﺘﻰ ﻣﺤﺘﻮ‬ ‫‪ #‬ﻣﻮ  ﻣﻮ‪5‬ﺷﻰ ﻧﻤﻰﺗﻮ ﻧﺪ ﭘﺎﺳﺨﮕﻮ ﻧﻴﺎ‪5‬ﻫﺎ‬ ‫‪ #‬ﺗﻮﻗﻌﺎ  ﻧﺸﺠﻮﻳﺎ ﻋﺼﺮ ﻃﻼﻋﺎ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮ ﻳﻦ ﻻ‪ 5‬ﺳﺖ ﻛﻪ  ﻧﻈﺎﻫﺎ ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻧﻮﻳﻦ ﺑﻪ ‪[#‬ﻫﺎ ﺗﺎ‪  5‬ﺑﺮ  ﺗﺮﻏﻴﺐ ‪#‬‬ ‫ﻳﺠﺎ ﻧﮕﻴﺰ[  ﻓﺮ ﮔﻴﺮ  ﻧﺪﻳﺸﻴﺪ ‪ #‬ﺳﻼﻳﻖ‬ ‫ﺟﺪﻳﺪ ﻧﺎ ﻛﺎﻣ ً‬ ‫ﻼ  ﻧﻈﺮ  ﺷﺖ‪ .‬ﺑﺪﻳﻦ‬ ‫ﺗﺮﺗﻴﺐ‪ ،‬ﺑﻪ ﻣﻮ ‪5#  5‬ﻣﺪﺳﺎ‪ # 5‬ﺗﻘﺎ‪Q‬‬ ‫ﻣﺤﺘﻮ  ﻃﻼﻋﺎﺗﻰ ﺑﺎﻳﺪ ﺑﻪ ‪[#‬ﻫﺎ ‪ #‬ﻗﺎﻟﺐﻫﺎ‬ ‫ﺟﺪﻳﺪ ﺋﺔ ﻣﻮ  ﻣﻮ‪5‬ﺷﻰ ﻧﻴﺰ ﺗﻮﺟﻪ ﻛﺮ‪5 ،‬ﻳﺮ‬ ‫ﺗﻨﻬﺎ ‪ 5‬ﻃﺮﻳﻖ ﻳﺠﺎ ﻧﮕﻴﺰ ﺳﺖ ﻛﻪ ﻣﻰﺗﻮ ‬ ‫ ﻧﺸﺠﻮ ﻣﺸﺘﺎ‚ ﺑﻪ ﺗﺠﺮﺑﺔ ﻓﻨﺎ‪ #‬ﻫﺎ ﺟﺪﻳﺪ‬ ‫ﺑﻪ ﻳﺎﮔﻴﺮ ﻣﺤﺘﻮ   ﺳﻰ ﻣﻮ ﻧﻈﺮ ﺑﻴﺶ‬ ‫‪ 5‬ﭘﻴﺶ ﻋﻼﻗﻪﻣﻨﺪ ﺳﺎﺧﺖ‪ .‬ﺑﺪﻳﻬﻰ ﺳﺖ ﻛﻪ‬ ‫ﻣﻜﺎ ﺳﺘﺮﺳﻰ  ﺋﻤﻰ  ﻧﺸﺠﻮﻳﺎ ﺑﻪ ﻣﻨﺎﺑﻊ‬ ‫ﻃﻼﻋﺎﺗﻰ ﻛﺘﺎﺑﺨﺎﻧﻪ‪ ،‬ﻣﺘﻮ ‪ #‬ﺳﻼﻳﺪﻫﺎ‬ ‫ﻣﻮ‪5‬ﺷﻰ ﺳﺘﺎ ‪ ،‬ﺗﺼﺎ‪#‬ﻳﺮ ﻣﺘﺤﺮ|‪ ،‬ﻓﻴﻠﻢ ﻫﺎ‬ ‫‪#‬ﻳﺪﺋﻮﻳﻰ‪ # ،‬ﻣﺎﻧﻨﺪ  ‪ 5‬ﻃﺮﻳﻖ ﻛﺎﻣﭙﻴﻮﺗﺮ ‪ #‬‬ ‫‪5‬ﻣﺎ ‪ #‬ﻣﻜﺎ ﻟﺨﻮ  ﺧﻮ ﻧﺎ‪ ،‬ﺑﺎ  ﺑﻮ‬ ‫ﺟﺬ ﺑﻴﺖ ﺑﻴﺸﺘﺮ ﻧﺴﺒﺖ ﺑﻪ ‪[#‬ﻫﺎ ﺳﻨﺘﻰ‬ ‫ﻣﻮ‪ ،[5‬ﻣﻰﺗﻮ ﻧﺪ  ﻳﺠﺎ ﻧﮕﻴﺰ ‪ #‬ﻣﺸﺎ ﻛﺖ‬ ‫ﻓﻌﺎ‪  H‬ﻧﺸﺠﻮﻳﺎ  ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ ﺗﺄﺛﻴﺮ‬ ‫ﻣﺜﺒﺖ  ﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫‪ .3‬ﻳﺠﺎ ﺳﺘﻘﻼ‪U‬‬ ‫ﻧﻈﺮﻳﻪﻫﺎ‪ Q‬ﻣﻮ‪5‬ﺷﻰ  ﻣﺤﻴﻂﻫﺎ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪ ،‬ﻓﺮ ﮔﻴﺮﻧﺪ ﻣﺴﺘﻘﻞ ‪ 5‬ﻣﺤﻴﻂ‬ ‫ﻳﺎﮔﻴﺮ  ﻧﻈﺮ ﮔﺮﻓﺘﻪ ‪ #‬ﺑﺮ ﺗﺠﺎ ‪ e‬ﻳﺎﮔﻴﺮ‪،‬‬ ‫ﺗﻘﺎ‪ Q‬ﻓﻜﺮ‪ ،‬ﻧﮕﻴﺰ‪ # ،‬ﻋﻤﻠﻜﺮ ﻓﺮ ﮔﻴﺮ  ﺗﺄﻛﻴﺪ‬ ‫ﻣﻰﻛﻨﻨﺪ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ  ﻧﺸﺠﻮﻳﺎ ﻫﻢﻛﻼ‪ R‬‬ ‫ﻳﻚ ﺷﺘﺔ  ﻧﺸﮕﺎﻫﻰ  ﻣﺠﻤﻮ‪ P‬ﻳﻚ ﻛﻞ‬ ‫ﺗﺸﻜﻴﻞ ﻣﻰﻫﻨﺪ‪ ،‬ﻣﺎ ﻣﺴﻠﻢ ﺳﺖ ﻛﻪ ﻫﺮ ﻳﻚ‬ ‫‪ 5‬ﺟﺰ  ﻳﻦ ﻛﻞ   ﺳﺘﻌﺪ ﻫﺎ‪ ،‬ﻧﮕﺮ[ﻫﺎ‪،‬‬ ‫‪ #‬ﻧﻴﺎ‪5‬ﻫﺎ ﻣﻮ‪5‬ﺷﻰ ﻣﺘﻔﺎ‪ # #‬ﺧﺎ‪ z‬ﺧﻮ‬ ‫ﻣﻰﺑﺎﺷﻨﺪ‪ .‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ  ﻧﺸﺠﻮﻳﺎ‬ ‫ﻗﺎ ﻣﻰﺳﺎ‪ 5‬ﺗﺎ  ﺟﻮ ﻧﺐ ﮔﻮﻧﺎﮔﻮ ﻓﺮ ﻳﻨﺪ‬ ‫ﻣﻮ‪5‬ﺷﻰ ﺑﻪﻃﻮ ﻣﺴﺘﻘﻞ ﻋﻤﻞ ﻛﻨﻨﺪ‪  .‬ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻫﺮ  ﻧﺸﺠﻮ ﻣﻰﺗﻮ ﻧﺪ ﺑﺮ ﺳﺎ‪R‬‬ ‫ﺳﺘﻌﺪ  ‪ #‬ﻧﻴﺎ‪ 5‬ﺷﺨﺼﻰ ﺧﻮ ﻣﻮ   ﺳﻰ‬ ‫ ﻳﺎﻓﺖ ﻛﺮ ‪ #‬ﺑﻪ ﺗﻜﺮ ‪ #‬ﺗﻤﺮﻳﻦ ﺑﭙﺮ ‪.5‬‬ ‫ﻋﻼ‪ #‬ﺑﺮ  ‪ #‬ﻣﻰ ﺗﻮ ﻧﺪ ‪ 5‬ﺑﻴﻦ ﻗﺎﻟﺐﻫﺎ‬ ‫ﮔﻮﻧﺎﮔﻮﻧﻰ ﻧﻈﻴﺮ ﻣﺘﻦ‪ ،‬ﺳﻼﻳﺪ‪ # ،‬ﻓﻴﻠﻢ‪ ،‬ﻗﺎﻟﺐ‬ ‫ ﺳﻰ ﻟﺨﻮ  ﺧﻮ ﻧﺘﺨﺎ‪ e‬ﻛﻨﺪ‪  .‬ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻧﻴﺎ‪5‬ﻫﺎ ﻓﺮ  ﻧﺸﺠﻮﻳﺎ ﺷﻨﺎﺧﺘﻪ‬ ‫ﺷﺪ ‪ #‬ﻣﺘﻨﺎﺳﺐ ﺑﺎ  ﭘﺎﺳﺦ   ﻣﻰ ﺷﻮ‪ .‬ﺑﻪ‬ ‫ﻳﻦ ﺗﺮﺗﻴﺐ  ﻧﺸﺠﻮ ‪#‬ﻧﺪ ﻣﻮ‪ [5‬ﺧﻮ ﻛﻨﺘﺮ‪H‬‬ ‫ﻣﻰ ﻧﻤﺎﻳﺪ؛ ﻣﺤﺘﻮ ‪ ،‬ﻗﺎﻟﺐ‪ ،‬ﻣﻜﺎ‪5 # ،‬ﻣﺎ ﻣﻮ‪[5‬‬ ‫ﺧﻮ ﺗﻌﻴﻴﻦ ﻣﻰﻛﻨﺪ؛ ‪ #‬ﺑﻪﻃﻮ ﻛﻠﻰ ﻣﻰﺗﻮ ﻧﺪ‬ ‫ ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ »ﺧﻮﻣﺤﻮ « ﺑﺎﺷﺪ‪.‬‬ ‫‪ .4‬ﺗﻌﺎﻣﻞ ﺑﺎ ﻣﺤﺘﻮ‬ ‫ﺷﻴﻮﻫﺎ ﺟﺪﻳﺪ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ ﻧﺸﺠﻮ ﻗﺎ ﻣﻰﺳﺎ‪ 5‬ﺗﺎ ﺑﺪ‪ #‬ﻧﻴﺎ‪ 5‬ﺑﻪ‬ ‫ﺣﻀﻮ ﻣﺴﺘﻘﻴﻢ ﺳﺘﺎ ﺑﺎ ﻣﺤﺘﻮ   ﺳﻰ ﺗﺒﺎ‪t‬‬ ‫ﺑﺮﻗﺮ ﻛﺮ ‪ 5 #‬ﻣﺘﻮ‪ ،‬ﺳﻼﻳﺪﻫﺎ‪ ،‬ﻓﻴﻠﻢﻫﺎ‪# ،‬‬ ‫ﺟﺪ ‪#‬ﻟﻰ ﻛﻪ ﺑﻪ ﺻﻮ  ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻗﺎﺑﻞ‬ ‫ﺳﺘﺮﺳﻰ ﺳﺖ ﺑﻪ ﻣﻴﺰ  ‪ #‬ﺗﺮﺗﻴﺐ ﻟﺨﻮ  ﺧﻮ‬ ‫ﺳﺘﻔﺎ ﻛﻨﺪ‪  .‬ﭼﻨﻴﻦ ﺳﺎﺧﺘﺎ  ﺳﺘﺎ  ﺑﺎﻳﺪ‬ ‫ﻓﻌﺎﻟﻴﺖﻫﺎ ﻳﺎﮔﻴﺮ ﺑﻪ ﮔﻮﻧﻪ  ﻃﺮ ﺣﻰ‬ ‫ﻛﻨﻨﺪ ﻛﻪ  ﻧﺸﺠﻮﻳﺎ ﻗﺎ ﺳﺎ‪ 5‬ﺧﻮ ﺑﻪ‬ ‫ | ﻣﻔﺎﻫﻴﻢ ‪ #‬ﺗﻜﻤﻴﻞ ﺗﻜﺎﻟﻴﻒ ﺧﻮ ﺑﭙﺮ ‪5‬ﻧﺪ‪.‬‬ ‫ ﺣﺎﻟﻰ ﻛﻪ  ﺷﻴﻮ ﺳﻨﺘﻰ ﻣﻮ‪ ،[5‬ﺳﺘﺎ‬ ‫ﺳﺖ ﻛﻪ ﺗﺮﺗﻴﺐ ‪ #‬ﻧﺤﻮ ﺳﺘﺮﺳﻰ  ﻧﺸﺠﻮ ﺑﻪ‬ ‫ﻣﺤﺘﻮ ‪ #‬ﻗﺎﻟﺐ ﻃﻼﻋﺎﺗﻰ ﺗﻌﻴﻴﻦ ‪ #‬ﻫﺪ ﻳﺖ‬ ‫ﻣﻰﻛﻨﺪ‪.‬‬ ‫‪ .6‬ﻣﺪﻳﺮﻳﺖ ﻓﺮﻳﻨﺪ ﻳﺎﮔﻴﺮ‪#‬‬ ‫ﺷﺪ ‪ #‬ﮔﺴﺘﺮ[ ﺗﺒﺎﻃﺎ ﻧﺴﺎﻧﻰ ‪ #‬ﻛﻨﺘﺮ‪H‬‬ ‫ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ ‪ 5‬ﺳﻮ ﺳﺘﺎ ‪ ،‬ﻣﺪﻳﺮ ‪# ،‬‬ ‫ﺑﺮﻧﺎﻣﻪ ﻳﺰ  ﺳﻴﺴﺘﻢ ﻣﻮ‪5‬ﺷﻰ ‪ 5‬ﺻﻮﻟﻰ ﺳﺖ‬ ‫ﻛﻪ  ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻫﻤﻴﺖ ‪5‬ﻳﺎ‬ ‫ ‪ .‬ﺑﻪ ﻋﺒﺎ  ﻳﮕﺮ  ﺣﺎﻟﻰ ﻛﻪ ﻣﻮ‪[5‬‬ ‫ﺧﻮﻣﺤﻮ  ﻧﺸﺠﻮ ‪ 5‬ﻣﺰ ﻳﺎ ﻣﻬﻢ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻣﺤﺴﻮ‪ e‬ﻣﻰﺷﻮ‪ ،‬ﺗﻘﻮﻳﺖ‬ ‫ﻫﻤﻜﺎ ﻫﺎ ﺟﺘﻤﺎﻋﻰ ‪ #‬ﺑﻪ ﻋﺒﺎ ﺗﻰ ﺗﻘﻮﻳﺖ‬ ‫ﻋﺘﻘﺎ ﺑﻪ ﻋﻀﻮ ﻳﻚ ﮔﺮ‪ #‬ﺑﻮ ﺻﻞ ﻣﻬﻢ‬ ‫ﻳﮕﺮ ﺳﺖ ﻛﻪ  ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﻛﺎﻣ ً‬ ‫ﻼ ﻣﻮ  ﺗﻮﺟﻪ ﻗﺮ ﮔﺮﻓﺘﻪ ‪ 5 #‬ﻃﺮﻳﻖ‬ ‫ﻫﺪ ﻳﺖ  ﻧﺸﺠﻮﻳﺎ ﺑﻪ ﺷﺮﻛﺖ  ﻓﻌﺎﻟﻴﺖ ﻫﺎ‬ ‫ﺟﻤﻌﻰ‪ ،‬ﻣﺒﺎﺣﺜﺎ ﮔﺮ‪#‬ﻫﻰ‪ ،‬ﻧﺘﻘﺎ‪ H‬ﻧﻈﺮ  ‪#‬‬ ‫ ﻳﺎﻓﺖ ﺑﺎ‪5‬ﺧﻮ ‪ ،‬ﭘﺎﺳﺨﮕﻮﻳﻰ ﺑﻪ ﭘﺮﺳﺶﻫﺎ‪،‬‬ ‫ﻛﻨﺘﺮ‪ H‬ﻣﻨﻈﻢ ﺗﻜﺎﻟﻴﻒ‪ # ،‬ﭘﻴﮕﻴﺮ ﭼﮕﻮﻧﮕﻰ‬ ‫ﭘﻴﺸﺮﻓﺖ  ﻧﺸﺠﻮﻳﺎ ﻣﺤﻘﻖ ﻣﻰﺷﻮ‪ .‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺳﺘﺎ ﻧﻪ ﺑﻪ ﻋﻨﻮ  ﻣﺤﻮ‬ ‫ﻛﻪ  ﻧﻘﺶ ﻣﺪﻳﺮ ﻫﻤﻴﺖ ﭘﻴﺪ ﻣﻰﻛﻨﺪ‪ .‬ﻣﺪﻳﺮ‬ ‫ﻛﻪ ﺟﺰ  ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ ﻋﻢ ‪ 5‬ﻣﺤﺘﻮ ‬ ‫ﻣﻮ‪5‬ﺷﻰ ﻣﻨﺎﺳﺐ‪ ،‬ﺗﻜﺎﻟﻴﻒ‪ # ،‬ﺟﻠﺴﺎ ﻛﺎ‬ ‫ﮔﺮ‪#‬ﻫﻰ ﺑﻪﺧﻮﺑﻰ ﻫﻤﺎﻫﻨﮓ ﻣﻰﺳﺎ‪ .5‬ﺑﺪﻳﻬﻰ‬ ‫ﺳﺖ ﻛﻪ ﻧﻘﺶ ﺳﺘﺎ  ﻣﺤﻴﻂ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﻣﻮ‪ [5‬ﺑﺎ ﻧﻘﺶ ‪  #‬ﻣﺤﻴﻂ ﺳﻨﺘﻰ ﻣﻌﻠﻢ‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪ .5‬ﺗﻌﺎﻣﻞ ﺑﺎ ﻓﺮ‬ ‫ﻫﺮ ﭼﻨﺪ ﻛﻪ ﺗﻮﺟﻪ ﺑﻪ ﺧﻮﻣﺤﻮ ‬ ‫‪ #‬ﺳﺘﻘﻼ‪  H‬ﻧﺸﺠﻮ ﻳﻜﻰ ‪ 5‬ﻣﻬﻢﺗﺮﻳﻦ‬ ‫‪#‬ﻳﻜﺮﻫﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺳﺖ‪،‬‬ ‫ﻣﺎ ﻧﺒﺎﻳﺪ ﻳﻦ ﻧﻜﺘﻪ ‪ 5‬ﻧﻈﺮ ‪  #‬ﺷﺖ ﻛﻪ‬ ‫ﺑﺮﻗﺮ  ﺗﺒﺎﻃﺎ ‪ #‬ﻳﺠﺎ ﺗﻌﺎﻣﻞ ﺑﻴﻦ ﻓﺮ ‬ ‫ ﻫﺮ ﺳﻴﺴﺘﻢ ﻣﻮ‪5‬ﺷﻰ ‪ 5‬ﺷﺮ ﻳﻂ ﺻﻠﻰ‬ ‫ﻣﻮﻓﻘﻴﺖ  ﺳﻴﺴﺘﻢ ﻣﺤﺴﻮ‪ e‬ﻣﻰﺷﻮ‪ .‬ﺑﻪ ﻳﻦ‬ ‫ﺗﺮﺗﻴﺐ  ﻣﺤﻴﻂ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻧﻴﺰ‬ ‫ﻧﺒﺎﻳﺪ ‪ 5‬ﻣﺰ ﻳﺎ ﺗﺄﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﻓﺮ  ﺑﺎ ﻳﻜﺪﻳﮕﺮ‬ ‫ﻋﻢ ‪  5‬ﻧﺸﺠﻮ ﺑﺎ  ﻧﺸﺠﻮ ‪ #‬ﺳﺘﺎ ﺑﺎ  ﻧﺸﺠﻮ‬ ‫ﻏﻔﻠﺖ ﻛﺮ‪ .‬ﺷﺮﻛﺖ  ﮔﺮ‪#‬ﻫﺎ ﻣﺒﺎﺣﺜﺔ‬ ‫ﻣﻮﺿﻮﻋﻰ ‪ #‬ﻛﺎ ﺑﺮ ﭘﺴﺖ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺟﻬﺖ‬ ‫ﻃﺮ‪ p‬ﻣﺴﺎﺋﻞ‪ ،‬ﺣﻞ ﺗﻜﺎﻟﻴﻒ‪ ،‬ﺗﻜﻤﻴﻞ ﭘﺮ‪#‬ژﻫﺎ‪،‬‬ ‫‪ #‬ﺑﻪﻃﻮ ﻛﻠﻰ ﺑﺮﻗﺮ  ﺗﺒﺎﻃﺎ ﻏﻴﺮﻫﻤﺰﻣﺎ‬ ‫ﺑﺎ ﺳﺘﺎ  ‪ #‬ﺳﺎﻳﺮ  ﻧﺸﺠﻮﻳﺎ ‪ #‬ﻫﻤﭽﻨﻴﻦ‬ ‫ﺷﺮﻛﺖ  ‪#‬ﻳﺪﺋﻮﻛﻨﻔﺮ ﻧﺲ ﻫﺎ ‪5‬ﻧﺪ ‪#‬‬ ‫ﺟﻠﺴﺎ ﮔﻔﺖ‪#‬ﮔﻮ ﺑﻼ ﻧﮓ ﻳﻨﺘﺮﻧﺘﻰ ﻧﻈﻴﺮ‬ ‫ﭼﺖ‪ ،‬ﺟﻬﺖ ﺑﺮﻗﺮ  ﺗﺒﺎﻃﺎ ﻫﻤﺰﻣﺎ‪5 ،‬‬ ‫ﻳﮕﺮ ﻣﺰ ﻳﺎ ‪ #‬ﻣﻜﺎﻧﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﺳﺖ‪ .‬ﻳﻦ ﺗﻌﺎﻣﻞ ﺟﺬ ‪ # e‬ﭘﻮﻳﺎ ﻣﻰﺗﻮ ﻧﺪ‬ ‫ﻓﺎﺻﻠﺔ ﻧﺎﻣﻄﻠﻮ‪ e‬ﺑﻴﻦ ﺳﺘﺎ ‪  #‬ﻧﺸﺠﻮ ‬ ‫ﻧﻈﺎ ﻣﻮ‪ [5‬ﺳﻨﺘﻰ ﺑﻪ ﺷﻜﻠﻰ ﭼﺸﻤﮕﻴﺮ‬ ‫ﻛﺎﻫﺶ   ‪ #‬ﺟﺮﻳﺎ ﻃﻼﻋﺎ ﺑﻪ ﻣﻴﺰ ‬ ‫‪5‬ﻳﺎ ﺗﺴﺮﻳﻊ ﻛﻨﺪ‪.‬‬ ‫‪223‬‬ ‫ﻣﺪ ‪ 16‬ﺑﺴﻴﺎ ﻣﺘﻔﺎ‪ #‬ﺳﺖ‪  .‬ﻳﻦ ﻣﺤﻴﻂ‬ ‫ﺳﺘﺎ ﻧﻘﺶ ﻣﺤﻮ  ﻧﺪ  ﺑﻠﻜﻪ ﻫﻨﻤﺎ‬ ‫ ﻧﺸﺠﻮﻳﺎ ﺑﺮ  ﻫﺪ ﻳﺖ ﻧﻬﺎ  ﻣﺴﻴﺮ ﺻﺤﻴﺢ‬ ‫ﻣﻮ‪ [5‬ﻣﺤﺴﻮ‪ e‬ﻣﻰﺷﻮ‪.‬‬ ‫‪ .7‬ﻣﻜﺎ‪ ,‬ﺷﺒﻴﻪﺳﺎ‪#‬‬ ‫ﻳﺠﺎ ﻣﺤﻴﻂﻫﺎ ﻣﺠﺎ‪ 5‬ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻳﺎ ‪5‬ﻣﺎﻳﺸﮕﺎﻫﺎ ﻣﺠﺎ‪ # 5‬ﺑﻪﻃﻮ ﻛﻠﻰ‬ ‫ﺷﺒﻴﻪﺳﺎ‪ 5 5‬ﻳﮕﺮ ﻣﻜﺎﻧﺎ ‪ #‬ﻣﺰ ﻳﺎ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺳﺖ‪ .‬ﻳﻦ ‪5‬ﻣﺎﻳﺸﮕﺎﻫﺎ‬ ‫ﺑﻪﺧﺼﻮ‪  z‬ﺷﺘﻪﻫﺎ ﺻﻨﻌﺘﻰ‪ ،‬ﻋﻠﻮ ﭘﺎﻳﻪ‪# ،‬‬ ‫ﭘﺰﺷﻜﻰ ﺟﻬﺖ ﭘﻴﺸﮕﻴﺮ ‪ 5‬ﻋﻮ ﻗﺐ ‪ #‬ﺧﻄﺮ ‬ ‫ﻧﺎﺷﻰ ‪ 5‬ﻧﺠﺎ ‪5‬ﻣﺎﻳﺸﺎ ﺧﻄﺮﻧﺎ| ﻫﻤﻴﺖ‬ ‫‪5‬ﻳﺎ  ﻧﺪ‪ .‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ‪  ،‬ﻧﺸﺠﻮﻳﺎ ﺑﺪ‪#‬‬ ‫ﺗﺤﻤﻞ ﺧﻄﺮ  ﻧﺎﺷﻰ ‪ 5‬ﺣﻀﻮ ﻓﻴﺰﻳﻜﻰ ‬ ‫ﭼﻨﻴﻦ ‪5‬ﻣﺎﻳﺶﻫﺎﻳﻰ ‪ #‬ﺑﺪ‪ #‬ﺻﺮ‪ U‬ﻫﺰﻳﻨﻪﻫﺎ‬ ‫ﮔﺰ ‪ U‬ﺑﺮ  ﺗﻬﻴﺔ ﻣﻮ  ‪ #‬ﺑﺰ ‪5‬ﻣﺎﻳﺸﮕﺎﻫﻰ‬ ‫‪ #‬ﺳﺘﻔﺎ ‪5 5‬ﻣﺎﻳﺸﮕﺎ‪ ،‬ﻣﻜﺎ ﺳﺘﻴﺎﺑﻰ ﺑﻪ‬ ‫ﺗﺠﺎ ‪ e‬ﻣﻮ  ﻧﻴﺎ‪ 5‬ﺧﻮ ﺧﻮ ﻫﻨﺪ  ﺷﺖ‪.‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪224‬‬ ‫‪ .8‬ﻫﺰﻳﻨﻪ‪ -‬ﺳﻮﻣﻨﺪ‪#‬‬ ‫ﻳﻜﻰ ‪ 5‬ﻣﻮ  ﻛﻪ  ﺑﺮ ﺳﻰ ‪5 #‬ﻳﺎﺑﻰ‬ ‫ﺳﻴﺴﺘﻢﻫﺎ ﻣﻮ‪5‬ﺷﻰ ﻣﻄﺮ‪ p‬ﺳﺖ ﺟﻨﺒﻪﻫﺎ‬ ‫ﻗﺘﺼﺎ ‪ #‬ﻫﺰﻳﻨﻪ‪ -‬ﺳﻮﻣﻨﺪ  ﺳﻴﺴﺘﻢ‬ ‫ﺳﺖ‪ .‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻋﻼ‪ #‬ﺑﺮ ﺗﻘﺎ‪Q‬‬ ‫ﻛﻴﻔﻴﺖ ﻳﺎﮔﻴﺮ‪ ،‬ﻛﻮﺗﺎ ﻛﺮ ‪5‬ﻣﺎ ﻳﺎﮔﻴﺮ‬ ‫‪ #‬ﻓﺰ ﻳﺶ ﻣﻬﺎ ﻫﺎ ﺷﺨﺼﻰ  ﻧﺸﺠﻮﻳﺎ‪،‬‬ ‫ﻣﻮﺟﺐ ﻛﺎﻫﺶ ﻫﺰﻳﻨﻪﻫﺎ ﻣﻮ‪ [5‬ﺳﻨﺘﻰ ﻧﻴﺰ‬ ‫ﻣﻰﺷﻮ‪ .‬ﻳﻦ ﻣﺮ ‪ 5‬ﻃﺮﻳﻖ ﺻﺮﻓﻪﺟﻮﻳﻰ ‬ ‫ﻫﺰﻳﻨﻪﻫﺎ ﺗﺸﻜﻴﻞ ﺟﻠﺴﺎ ‪ #‬ﻛﻼ‪R‬ﻫﺎ‬ ‫ ﺳﻰ‪ ،‬ﺑﺮﮔﺰ  ﺳﻤﻴﻨﺎ ﻫﺎ‪ ،‬ﻫﺰﻳﻨﺔ ﺳﻔﺮ ‪ #‬ﻗﺎﻣﺖ‬ ‫ﺳﺘﺎ  ﺑﻪﻣﻨﻈﻮ ﺷﺮﻛﺖ  ﻛﻼ‪R‬ﻫﺎ  ﺳﻰ‬ ‫ ﺷﻬﺮﻫﺎ ﻳﮕﺮ‪ ،‬ﻫﺰﻳﻨﺔ ﻧﮕﻬﺪ  ‪  #‬‬ ‫ﻛﻼ‪ ،R‬ﺑﺮﮔﺰ  ﻣﺘﺤﺎﻧﺎ‪ # ،‬ﻫﺰﻳﻨﻪﻫﺎ ﺗﻬﻴﺔ‬ ‫ﻛﺘﺎ‪ # e‬ﺟﺰ‪ #‬ﺻﻮ  ﻣﻰﮔﻴﺮ‪  .‬ﻳﺎﮔﻴﺮ‬ ‫ﺑﻪﮔﻮﻧﻪ ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻣﻰﺗﻮ  ﺳﻴﺴﺘﻢ‬ ‫ﻃﺮ ﺣﻰ ﻛﺮ ﻛﻪ   ﻗﺎﺑﻠﻴﺖﻫﺎ ﻳﮕﺮ‬ ‫ﺟﻬﺖ ﻧﺠﺎ ﻣﻮ    ﻧﺸﺠﻮﻳﺎ ﻋﻢ ‪5‬‬ ‫ﺛﺒﺖ ﻧﺎ؛ ﻧﺘﺨﺎ‪ ،e‬ﺣﺬ‪ # U‬ﺗﻌﻮﻳﺾ ‪ #‬ﺣﺪﻫﺎ‬ ‫ ﺳﻰ؛ ﺗﺸﻜﻴﻞ‪ ،‬ﻧﮕﻬﺪ ‪ # ،‬ﺳﺘﺮﺳﻰ ﺑﻪ‬ ‫ﭘﺮ‪#‬ﻧﺪﻫﺎ؛ ‪ #‬ﺣﺘﻰ ﭘﺮ ﺧﺖ ﻫﺰﻳﻨﻪﻫﺎ ﻣﺮﺑﻮ‪t‬‬ ‫ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﻳﻦ ﺗﺮﺗﻴﺐ‪  ،‬ﻧﺸﺠﻮﻳﺎ ‪ #‬ﺳﺘﺎ ‬ ‫ﺑﺎ ﺻﺮ‪ U‬ﻫﺰﻳﻨﻪ  ﻛﻤﺘﺮ ﺑﺪ‪ #‬ﻟﺰ  ﺑﻪ ﺗﺮ|‬ ‫ﻣﺤﻞ ﺻﻠﻰ ‪5‬ﻧﺪﮔﻰ ﻳﺎ ﻛﺎ ﺧﻮ ﻣﻰﺗﻮ ﻧﻨﺪ ‬ ‫‪5‬ﻣﺎ ‪ #‬ﻣﻜﺎ ﻟﺨﻮ  ﺧﻮ  ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ‬ ‫ﺣﻀﻮ  ﻣﺆﺛﺮ  ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﺳﺎﺧﺘﺎ ﻧﻈﺮ‪ #‬ﻳﺎﮔﻴﺮ‪ #‬ﻟﻜﺘﺮ ﻧﻴﻜﻰ‬ ‫ﻣﺮ‪ 5#‬ﻧﺴﺎ  ﻣﺤﻴﻄﻰ ﺑﻪﺳﺮ ﻣﻰﺑﺮ ﻛﻪ‬ ‫ ﺋﻤ ًﺎ  ﺣﺎ‪ H‬ﺗﻐﻴﻴﺮ ﺳﺖ‪ :‬ﺗﻐﻴﻴﺮ  ‪ [#‬ﻛﺎ ‪،‬‬ ‫ﺗﻐﻴﻴﺮ  ﻣﺤﺼﻮ‪ ،H‬ﺗﻐﻴﻴﺮ  ﻗﻮ ﻧﻴﻦ‪ ،‬ﺗﻐﻴﻴﺮ‬ ‫ ﺳﺎﺧﺘﺎ ﺳﺎ‪5‬ﻣﺎﻧﻰ‪ # ،‬ﺗﻐﻴﻴﺮ  ‪5‬ﻳﺮﺳﺎﺧﺘﺎ‬ ‫ﻓﻨﺎ‪  #‬ﻃﻼﻋﺎ ‪ #‬ﺗﺒﺎﻃﺎ)‪.(203:17‬‬ ‫ﺑﺤﺚ  ‪5‬ﻣﻴﻨﺔ ﺗﺌﻮ ﻫﺎ ‪ #‬ﺳﺎﺧﺘﺎ ﻧﻈﺮ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﻪ ﻣﺎ ﻛﻤﻚ ﻣﻰﻛﻨﺪ ﺗﺎ‬ ‫ | ﺑﻬﺘﺮ ‪ 5‬ﻓﻨﺎ‪  #‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ ﺷﺘﻪ ﺑﺎﺷﻴﻢ‪ .‬ﻣﺘﺄﺳﻔﺎﻧﻪ ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﺳﺨﻦ ‪5‬‬ ‫‪5‬ﻳﺮﺳﺎﺧﺖﻫﺎ‪ Q‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻲ ﺑﻪ ﻣﻴﺎ‬ ‫ﻣﻲﻳﺪ ﻏﻠﺐ ‪n‬ﻫﺎ ﺑﻪ ﺳﻤﺖ ‪5‬ﻳﺮﺳﺎﺧﺖﻫﺎ‪Q‬‬ ‫ﺳﺨﺖ ﻓﺰ ‪ # Q‬ﺷﺒﻜﻪ ‪ Q‬ﻣﻮ ﻧﻴﺎ‪ 5‬ﻣﻌﻄﻮ‪U‬‬ ‫ﻣﻲﺷﻮ‪  .‬ﺣﺎﻟﻰﻛﻪ ﺳﺮﻣﺎﻳﻪﮔﺬ ‪ Q‬ﺑﻴﺶ ‪5‬‬ ‫ﺣﺪ  ‪5‬ﻣﻴﻨﻪﻫﺎ‪ Q‬ﺳﺨﺖ ﻓﺰ ‪ 5 Q‬ﻳﻚﺳﻮ‬ ‫‪16. Teacher-centered‬‬ ‫‪18. Thomas‬‬ ‫‪17. Boticario & Gaudioso‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫ﻣﺤﺪ‪#‬ﻛﻨﻨﺪ ﺳﺮﻣﺎﻳﻪﮔﺬ ‪  Q‬ﺑﺨﺶﻫﺎ‪Q‬‬ ‫ﻣﺤﺘﻮ ﻳﻲ ‪ #‬ﻧﺮ ﻓﺰ ‪ Q‬ﺧﻮ ﻫﺪ ﺷﺪ ‪ 5 #‬ﺳﻮ‬ ‫ﻳﮕﺮ ﻋﺪ ﺗﻮﺟﻪ ﺑﻪ ﻣﻔﺎﻫﻴﻢ ﺑﻨﻴﺎﻳﻦ  ‪5‬ﻣﻴﻨﺔ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪ ،‬ﻣﻮﺟﺒﺎ ﻧﺎﻛﺎ ﻣﺪ‪Q‬‬ ‫ﻓﺮ ﻫﻢ‬ ‫ﺑﺨﺶﻫﺎ‪ Q‬ﻣﺨﺘﻠﻒ ﺗﺼﻤﻴﻢﮔﻴﺮ‪Q‬‬ ‫ﻣﻰ‪. #‬‬ ‫‪17‬‬ ‫‪ 5‬ﻳﺪﮔﺎ ﺑﺎﺗﻴﻜﺎ ﻳﻮ ‪ #‬ﮔﺎﻳﻮﺳﻮ ﺳﺎﺧﺘﺎ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ   ﻧﺸﮕﺎﻫﺎ ﺑﺎﻳﺪ ‬ ‫ﺑﺮ ﻧﺪ ﻣﻮ  ‪5‬ﻳﺮ ﺑﺎﺷﺪ‪:‬‬ ‫‪ .1‬ﻳﺠﺎ ‪ #‬ﺗﻮﺳﻌﺔ ﻳﻚ ﻣﺪ‪ H‬ﺗﻌﺎﻣﻠﻰ ‪5‬‬ ‫ﻣﻨﺎﺑﻊ ﻣﻮ‪5‬ﺷﻰ ﺑﺎ  ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻧﻴﺎ‪5‬ﻫﺎ‬ ‫ﻛﻠﻴﺔ ﻋﻀﺎ‪ Q‬ﻧﻈﺎ ﻣﻮ‪5‬ﺷﻰ ﻋﻢ ‪ 5‬ﺳﺘﺎ ‪،‬‬ ‫ ﻧﺸﺠﻮﻳﺎ‪ # ،‬ﻣﺪﻳﺮ  ﺳﻴﺴﺘﻢ؛‬ ‫‪ .2‬ﺗﻘﺎ‪ Q‬ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ ‪ 5‬ﻃﺮﻳﻖ‬ ‫ﻓﺰ ﻳﺶ ﻣﺸﺎ ﻛﺖ  ﻧﺸﺠﻮﻳﺎ  ﺳﺘﻔﺎ ‪5‬‬ ‫ﻣﻨﺎﺑﻊ ﻣﻮ‪5‬ﺷﻲ ﻣﺨﺘﻠﻒ؛‬ ‫‪ .3‬ﺗﺮﻏﻴﺐ ‪ #‬ﺗﺸﻮﻳﻖ ﻛﺎ ﺑﺮ  ﺑﻪ ﺳﺘﻔﺎ‬ ‫ﺑﻬﻴﻨﻪ ‪ 5‬ﻃﻼﻋﺎ ‪ #‬ﻣﻨﺎﺑﻊ ﻣﻮ‪5‬ﺷﻰ ﻣﺮﺗﺒﻂ ‪#‬‬ ‫ﻣﺘﻨﺎﺳﺐ؛‬ ‫‪ .4‬ﻣﻜﺎ ﺑﺮﻗﺮ  ﺗﺒﺎﻃﺎ ﮔﺴﺘﺮ ﺑﻪ‬ ‫ﻣﻨﻈﻮ ﺳﺘﻔﺎ ﺳﺎ ‪ #‬ﺳﺮﻳﻊ ﻫﻤﺔ ﮔﺮ‪#‬ﻫﺎ‬ ‫ﻛﺎ ﺑﺮ؛ ‪#‬‬ ‫‪ .5‬ﺗﻮﺳﻌﻪ ‪ #‬ﺑﻬﺒﻮ ‪[#‬ﻫﺎ ﺑﺮﻗﺮ ‬ ‫ﺗﺒﺎ‪ t‬ﺑﻪ ﻣﻨﻈﻮ ﺗﺴﻬﻴﻞ ﻳﺠﺎ ﻛﺎ ﮔﺮ‪#‬ﻫﺎ‬ ‫ ﻧﺸﺠﻮﻳﻰ ﻣﺘﺸﻜﻞ ‪ 5‬ﻓﺮ  ﺑﺎ ﺳﻼﻳﻖ ‪#‬‬ ‫ﻋﻼﻳﻖ ﻣﻮ‪5‬ﺷﻰ ﻣﺸﺎﺑﻪ)‪.(6‬‬ ‫ﺗﻮﻣﺎ‪ 18R‬ﻣﻌﺘﻘﺪ ﺳﺖ ﺗﻬﻴﺔ ﻣﻮ  ﻣﻮ‪5‬ﺷﻰ‪،‬‬ ‫ﺗﺪ | ﻣﻜﺎﻧﺎﺗﻰ ﻧﻈﻴﺮ ﺷﺒﻴﻪ ﺳﺎ‪ 5‬ﺑﺮ  ﻧﺠﺎ‬ ‫ﺗﻤﺮﻳﻨﺎ ﻋﻤﻠﻰ ﻓﺮ ﮔﻴﺮ ‪ ،‬ﻣﻜﺎ ﺑﺤﺚ ‪ #‬ﺗﺒﺎ‪H‬‬ ‫ﻧﻈﺮ‪ # ،‬ﺋﺔ ﺧﺪﻣﺎ ﭘﺸﺘﻴﺒﺎﻧﻰ ﻋﻨﺎﺻﺮ ﺻﻠﻰ‬ ‫ﺳﺎﺧﺘﺎ ﻧﻈﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺗﺸﻜﻴﻞ‬ ‫ﻣﻰﻫﻨﺪ)‪.(18‬‬ ‫‪ 5‬ﻳﺪﮔﺎ ﻓﻬﻴﻤﻲﻓﺮ ﻧﻴﺰ ‪5‬ﻳﺮﺳﺎﺧﺖﻫﺎ‪Q‬‬ ‫ﻣـﻮ  ﻧـﻴﺎ‪ 5‬ﺑـﺮ ‪ Q‬ﺑـﺴﺘـﺮﺳـﺎ‪ Q5‬ﻳـﺎﮔﻴـﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻲ ﻋﺒﺎ ﺗﻨﺪ ‪:5‬‬ ‫‪5 .1‬ﻳﺮﺳﺎﺧﺖﻫﺎ‪ Q‬ﺳﺨﺖ ﻓﺰ ‪ # Q‬ﺷﺒﻜﻪ؛‬ ‫‪5 .2‬ﻳـﺮﺳـﺎﺧـﺖﻫﺎ‪ Q‬ﻧـﺮ ﻓـﺰ ‪ Q‬ﺑـﺮ ‪Q‬‬ ‫ﻣﺪﻳﺮﻳﺖ ‪ #‬ﺑﻪﻛﺎ ﮔﻴﺮ‪ Q‬ﺳﻴـﺴﺘـﻢﻫﺎ‪ Q‬ﻣﺨﺘﻠﻒ‬ ‫ﻣﻮ‪5‬ﺷﻲ  ﻣﺤﻴﻂ ﻟﻜﺘﺮ‪#‬ﻧﻴـﻜﻲ ‪ #‬ﺑﺰ ﻫﺎﻳﻲ‬ ‫ﺑﺮ ‪ Q‬ﺗﻮﻟﻴﺪ ‪ #‬ﻣﺪﻳﺮﻳﺖ ﻣﺤﺘـﻮ ‪ Q‬ﻣﻮ‪5‬ﺷﻲ ‬ ‫ﻳﻦ ﻣﺤﻴﻂ؛ ‪#‬‬ ‫‪5 .3‬ﻳﺮﺳﺎﺧﺖﻫﺎ‪ Q‬ﻣﻐﺰ ﻓﺰ ‪ Q‬ﺑـﺮ ‪ Q‬ﺗﻬﻴﺔ‬ ‫ﻣﺤﺘـﻮ ‪ #‬ﻣﺪﻳـﺮﻳﺖ ﻣﺆﺛـﺮ ﻣﻮ‪  [5‬ﻣﺤﻴﻂ‬ ‫ﻣﺠﺎ‪.(2)Q5‬‬ ‫ ﻳﻚ ﺟﻤﻊﺑﻨﺪ ﻛﻠﻰ ﻣﻰﺗﻮ  ﻋﻨﺎﺻﺮ‬ ‫ﻛﻪ ‪5‬ﻳﺮﺳﺎﺧﺖﻫﺎ ﺿﺮ‪  #‬ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ  ﻳﻚ  ﻧﺸﮕﺎ ﻳﺎ ﻣﺆﺳﺴﺔ ﻣﻮ‪[5‬‬ ‫ﻋﺎﻟﻰ ﺗﺸﻜﻴﻞ ﻣﻰﻫﻨﺪ ﭼﻨﻴﻦ ﺑﺮﺷﻤﺮ‪:‬‬ ‫‪ .1‬ﻓﺮﻫﻨﮓﺳﺎ‪ # 5‬ﻳﺠﺎ ﺑﻴﻨﺶ ‪ #‬ﺗﻤﺎﻳﻞ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ   ﻧﺸﮕﺎ؛‬ ‫‪ .2‬ﻃﺮ ﺣﻰ ‪ #‬ﺗﻮﺳﻌﺔ ﻓﻨﺎ‪ Q #‬ﻣﻮ  ﻧﻴﺎ‪5‬؛‬ ‫‪ .3‬ﺗﺪ‪#‬ﻳﻦ ﺳﻴﺎﺳﺖﻫﺎ  ﻧﺸﮕﺎﻫﻰ ﻣﺮﺑﻮ‪t‬‬ ‫ﺑﻪ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ؛‬ ‫‪ .4‬ﺑﺮﻗﺮ  ﻳﻚ ﺷﺒﻜﺔ ﻛﺎﻣﭙﻴﻮﺗﺮ ﻗﺎﺑﻞ‬ ‫ﻋﺘﻤﺎ؛ ‪#‬‬ ‫‪ .5‬ﺋﺔ ﺧﺪﻣﺎ ﭘﺸﺘﻴﺒﺎﻧﻰ ﺑﻪ ﺳﺘﺎ ‪،‬‬ ‫ ﻧﺸﺠﻮﻳﺎ‪ # ،‬ﺳﺎﻳﺮ ﻛﺎ ﻛﻨﺎ‪.‬‬ ‫ ﻫﺮ ﺣﺎ‪# ،H‬ﻟﻴﻦ ‪ #‬ﻣﻬﻢﺗﺮﻳﻦ ﻧﻘﺸﻰ ﻛﻪ‬ ‫ ﻧﺸﮕﺎ ﺑﺮ  ﺣﻤﺎﻳﺖ ‪ 5‬ﺳﻴﺴﺘﻢ ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺑﺮﻋﻬﺪ  ‪ ،‬ﺑﺮ ﺳﻰ ‪ #‬ﺗﺪ‪#‬ﻳﻦ‬ ‫ﻃﺮﺣﻰ ﺟﺎﻣﻊ ﺑﺮ  ﺑﺮﻗﺮ  ﻳﻦ ﻣﺪ‪ H‬ﻣﻮ‪5‬ﺷﻰ‬ ‫ﺳﺖ‪ .‬ﻃﺮﺣﻰ ﻛﻪ ﺑﻪ ‪#‬ﺷﻨﻰ ﺿﺮ‪  #‬ﺳﺘﻘﺮ‬ ‫‪225‬‬ ‫ﻧﻈﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ   ﻧﺸﮕﺎ‬ ‫ﻣﻨﻌﻜﺲ ﺳﺎ‪ # 5‬ﻣﻜﺎﻧﺎ ﻓﻨﺎ‪ #‬ﻧﺔ ﻻ‪ 5‬ﺑﺮ ‬ ‫ﺗﻮﺳﻌﺔ  ﻧﻴﺰ ﻣﺸﺨﺺ ﻛﻨﺪ )‪ .(246:4‬ﺑﻪ‬ ‫ﻳﻦ ﺗﺮﺗﻴﺐ ﻻ‪ 5‬ﺳﺖ ﻛﻪ ﭘﻴﺶ ‪ 5‬ﻗﺪ  ﺑﻪ ﻫﺮ‬ ‫ﮔﻮﻧﻪ ﻃﺮ ﺣﻰ‪ ،‬ﺑﻪ ﺑﺮ ﺳﻰ ‪#‬ﺿﻌﻴﺖ ﻣﻮﺟﻮ ‪#‬‬ ‫ﺗﻌﻴﻴﻦ ﻧﻴﺎ‪5‬ﻫﺎ ﻓﻌﻠﻰ ﺳﺎ‪5‬ﻣﺎ ‪ #‬ﻳﺎ ﺑﻪ ﻋﺒﺎ ﺗﻰ‬ ‫ﺿﺮ‪  #‬ﺳﺘﻘﺮ ﺳﻴﺴﺘﻢ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫  ﻧﺸﮕﺎ ﻳﺎ ﺳﺎ‪5‬ﻣﺎ ﻣﻮ  ﻧﻈﺮ ﭘﺮ ﺧﺖ‪.‬‬ ‫ ﻳﻨﺠﺎ ﺑﻪ ﻣﺪ‪ H‬ﻣﻌﺮ‪ 19 ADDIE U#‬ﺷﺎ ‬ ‫ﻣﻲﻛﻨﻢ ﻛﻪ  ‪5‬ﻣﻴﻨﺔ ﻃﺮ ﺣﻰ ﻣﻮ‪5‬ﺷﻰ ﺑﻴﺸﺘﺮﻳﻦ‬ ‫ﺳﺘﻔﺎ  ‪ .‬ﻣﺎﻫﻴﺖ ﺳﺎ ﻳﻦ ﻣﺪ‪ H‬ﻣﻮﺟﺐ‬ ‫ﻣﻰﺷﻮ ﻛﻪ ﺑﺘﻮ  ‪ #‬ﻧﻤﺎﻳﻰ ﻛﻠﻰ ‪ 5‬ﺳﺎﺧﺘﺎ ﻫﺮ‬ ‫ﻃﺮ‪ p‬ﻣﻮ‪5‬ﺷﻰ ﻣﺠﺴﻢ ﻛﺮ)‪.(413:7‬‬ ‫ﺗﺤﻠﻴﻞ‬ ‫ﻃﺮ ﺣﻰ‬ ‫ﺗﻮﺳﻌﻪ‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪226‬‬ ‫ﺟﺮ‬ ‫‪5‬ﻳﺎﺑﻰ‬ ‫ﺷﻜﻞ ‪ .3‬ﻣﺪ* ‪!  ADDIE‬ﻣﻴﻨﺔ ﻃﺮ ﺣﻰ 'ﻣﻮ!ﺷﻰ‬ ‫ﻫﻤﺎﮔﻮﻧﻪ ﻛﻪ  ﺷﻜﻞ ‪ 3‬ﻳﺪ ﻣﻰﺷﻮ ﻣﺪ‪H‬‬ ‫‪   ADDIE‬ﭘﻨﺞ ﻣﺮﺣﻠﺔ ﻣﺸﺨﺺ ‪ #‬ﻣﺘﻮ ﻟﻰ‬ ‫ﺗﺤﻠﻴﻞ‪ ،‬ﻃﺮ ﺣﻰ‪ ،‬ﺟﺮ ‪ ،‬ﺗﻜﻤﻴﻞ‪5 # ،‬ﻳﺎﺑﻰ ﺳﺖ‬ ‫)‪ .(3‬ﺑﻪ ﭘﺮﺳﺶﻫﺎ ‪5‬ﻳﺮ ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪:‬‬ ‫ﻧﻴﺎ‪ 5‬ﻓﻌﻠﻰ ﻣﺆﺳﺴﻪ ﻳﺎ  ﻧﺸﮕﺎ ﭼﻴﺴﺖ؟‬ ‫ﻫﺪ ‪ U‬ﻣﻮ‪5‬ﺷﻰ  ﻛﺪ  ﻧﺪ؟ ﭼﻪ ﻃﻼﻋﺎﺗﻰ‬ ‫ﻣﻮ  ﻧﻴﺎ‪ 5‬ﺳﺖ ‪ #‬ﭼﮕﻮﻧﻪ ﻣﻰﺗﻮ  ﻧﻬﺎ‬ ‫ﺟﻤﻊ‪  #‬ﻛﺮ؟ ﻳﺎ ﺑﻮﺟﺔ ﻣﺸﺨﺼﻰ ﺑﺮ  ﻳﻦ‬ ‫ﻛﺎ  ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪ ﺳﺖ؟ ﭼﻪ ﻧﻮ‪ P‬ﻣﺤﺘﻮ‬ ‫‪ #‬ﻣﻮ  ﻣﻮ‪5‬ﺷﻰ ﻣﻮ  ﻧﻴﺎ‪ 5‬ﺳﺖ ؟ ﻳﺎ ﻣﺤﺪ‪#‬‬ ‫‪5‬ﻣﺎﻧﻰ ﺧﺎﺻﻰ ﺑﺮ  ﺗﻮﻟﻴﺪ ﻳﻦ ﻣﻮ  ‪ #‬ﻳﺎ ﺗﻜﻤﻴﻞ‬ ‫ﻛﻞ ﻃﺮ‪# p‬ﺟﻮ  ؟ ﻳﺎ ﻫﺪ ‪ U‬ﻃﺮ‪ p‬ﻋﻴﻨﻰ ‪#‬‬ ‫ﻗﺎﺑﻞ ﻧﺪ ‪5‬ﮔﻴﺮ ﻧﺪ؟ ﻳﺎ ﻃﺮ‪ p‬ﻛﺎ ﺑﺮ ﺳﺖ؟‬ ‫ﻳﺎ ﻋﻤﻠﻜﺮ ‪ #‬ﺷﻜﻞ ﻇﺎﻫﺮ  ﻣﻨﺎﺳﺐ ﺳﺖ؟‬ ‫ﻳﺎ ﻣﺤﺘﻮ ﻗﻴﻖ‪ ،‬ﻛﺎﻣﻞ‪ # ،‬ﻣﻌﺘﺒﺮ ﻣﻰ ﺑﺎﺷﺪ؟ ﻧﺠﺎ‬ ‫ﭼﻪ ﺻﻼﺣﺎﺗﻰ ﺿﺮ‪  #‬ﺳﺖ؟‬ ‫ﻳﻨﻬﺎ ﭼﻨﺪ ﻧﻤﻮﻧﻪ ‪ 5‬ﭘﺮﺳﺶﻫﺎﻳﻰ ﺳﺖ ﻛﻪ‬ ‫ ﺟﺮﻳﺎ ﻳﻦ ﻣﺮ ﺣﻞ ﭘﻨﺞﮔﺎﻧﻪ ﺑﺎﻳﺪ ﺑﻪ ﻧﻬﺎ‬ ‫ﭘﺎﺳﺦ  )‪ .(8‬ﺑﺮ ﻳﻦ ﺳﺎ‪ ،R‬ﭘﻴﺶ ‪ 5‬ﻃﺮ ﺣﻰ‬ ‫‪ #‬ﺟﺮ  ﻣﺪ‪ H‬ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻳﺎﮔﻴﺮ ﻻ‪ 5‬ﺳﺖ‬ ‫ﻛﻪ ﺑﺘﺪ ﻧﻴﺎ‪  5‬ﻧﺸﮕﺎ ﻧﺴﺒﺖ ﺑﻪ ﺳﺘﻘﺮ ﺳﻴﺴﺘﻢ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﺳﻨﺠﻴﺪ ‪ #‬ﺗﻌﻴﻴﻦ ﺷﻮ‬ ‫‪ #‬ﭘﺲ ‪ ، 5‬ﻣﺎﮔﻰ  ﻧﺸﮕﺎ ﻣﺬﻛﻮ ﺑﺮ ‬ ‫ﺳﺘﻘﺮ ﻳﻦ ﻃﺮ‪ p‬ﻣﺸﺨﺺ ﮔﺮ‪ .‬ﻳﻦ ﻣﺎﮔﻰ‬ ‫ﺑﺎﻳﺪ  ﭘﻨﺞ ‪5‬ﻣﻴﻨﺔ ‪5‬ﻳﺮ ﻣﻮﺟﻮ ﺑﺎﺷﺪ‪:‬‬ ‫ﻓﺮﻫﻨﮓ ﺳﺎ‪5‬ﻣﺎ‪،‬‬ ‫ﻓﺮ ﮔﻴﺮﻧﺪ‪،‬‬ ‫ﻓﻨﺎ‪، #‬‬ ‫ﻣﺤﺘﻮ ‪# ،‬‬ ‫‪#‬ﻳﮋﮔﻰﻫﺎ ﺳﺎ‪5‬ﻣﺎ‪.‬‬ ‫ﺗﻌﻴﻴﻦ ﻣﺎﮔﻰ ﺳﺎ‪5‬ﻣﺎ ﺑﺮ  ﺳﺘﻘﺮ‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ‪ 5‬ﺟﻤﻠﻪ ﻣﻮ  ﺳﺖ‬ ‫ﻛﻪ  ﻣﺮﺣﻠﺔ ‪ H#‬ﻣﺪ‪ ،ADDIE H‬ﻳﻌﻨﻰ ﻣﺮﺣﻠﺔ‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫·‬ ‫‪19 . ADDIE=Analysis, Design, Development, Implementation, Evaluation‬‬ ‫ﺗﺤﻠﻴﻞ ﻣﻄﺮ‪ p‬ﻣﻰﺷﻮ)‪ .(10‬ﺗﻮﺟﻪ ﺑﻪ ﺗﻼ[ﻫﺎ ‪#‬‬ ‫ﺗﺠﺮﺑﻴﺎ ﻋﻤﻠﻰ ﻧﺠﺎ ﺷﺪ  ﺳﺎﻳﺮ ﻧﻘﺎ‪ t‬ﺟﻬﺎ‬ ‫‪ 5‬ﺟﻤﻠﻪ ﻣﻮ ‪ Q‬ﺳﺖ ﻛﻪ ﻣﻲﺗﻮ ﻧﺪ ﺑﻪ ﻓﺰ ﻳﺶ‬ ‫ﺑﻬﺮ‪ # Q #‬ﻫﺪ ﻳﺖ ﺻﺤﻴﺢ ﺳﺮﻣﺎﻳﻪﮔﺬ ‪Q‬ﻫﺎ ‬ ‫ﺟﻬﺖ ﺗﻮﺳﻌﺔ ﻣﻮ‪ # #5‬ﭘﺎﻳﺪ  ﺗﻤﺎ ‪5‬ﻣﻴﻨﻪﻫﺎ‪Q‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻲ ﻣﻨﺠﺮ ﺷﻮ‪ .‬ﻻ‪ 5‬ﺑﻪ ‪n‬ﻛﺮ‬ ‫ﺳﺖ ﻛﻪ  ﻛﺸﻮ ﻫﺎ‪ Q‬ﻓﺮ ﺻﻨﻌﺘﻲ ﭘﻴﺶ ‪ 5‬ﻧﺠﺎ‬ ‫ﭘﺮ‪#‬ژﻫﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻲ ‪5‬ﻣﻮﻫﺎﻳﻲ‬ ‫ﺟﻬﺖ ﺑﺮ ﺳﻲ ﻣﺎﮔﻲ ﻛﺎ ﺑﺮ  ﺑﺮ ‪  Q‬ﻳﺎﻓﺖ‬ ‫ﻣﻮ‪[5‬ﻫﺎ‪ Q‬ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻲ ﺑﺮﮔﺰ ﻣﻲﻧﻤﺎﻳﻨﺪ ﺗﺎ‬ ‫‪ 5‬ﺗﻼ‪# U‬ﻗﺖ ‪ #‬ﺳﺮﻣﺎﻳﻪ ﭘﻴﺶﮔﻴﺮ‪ Q‬ﻛﻨﻨﺪ‪.‬‬ ‫ ﻳﻦ ‪5‬ﻣﻴﻨﻪ ﻣﻲﺗﻮ  ﺑﻪ ‪5‬ﻣﻮ ‪E-Learning‬‬ ‫‪ Readiness Assessment‬ﺷﺎ  ﻛﺮ ﻛﻪ  ‬ ‫ﻣﺤﻴﻂ ﻓﺮ ﮔﻴﺮﻧﺪ ‪ 5‬ﻧﻘﻄﻪ ﻧﻈﺮ  ‪ #‬ﺷﻨﺎﺧﺘﻲ‪،‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪ ،‬ﻣﺎﮔﻲ ﻣﻨﺎﺑﻊ ﻧﺴﺎﻧﻲ‪ ،‬ﻣﺎﮔﻲ‬ ‫ﻗﺘﺼﺎ‪ ،Q‬ﻣﺎﮔﻲ ﻓﻨﺎ‪ ،Q #‬ﻣﺎﮔﻲ ﺑﺰ ‪# Q‬‬ ‫ﻣﺎﮔﻲ ﻣﺤﺘﻮ ﻳﻲ ﺑﺮ ﺳﻲ ﻣﻲﺷﻮ)‪.(1‬‬ ‫ﻣﻨﺎﺑﻊ‬ ‫‪ » .1‬ﻟﺰ ﻣﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ«‪ .1384 .‬ﺑﻪ ﻧﻘﻞ‬ ‫‪:5‬‬ ‫‪http://www.itanalyze.ir/archives/2005/‬‬ ‫‪05/oeuoeoeuoeoe_oe_2.php.[4Feb.2006].‬‬ ‫‪» .2‬ﺟﺎﻣﻌﻪ ﻃﻼﻋﺎﺗﻰ ‪ #‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ«‪.‬‬ ‫‪ .1384‬ﺑﻪ ﻧﻘﻞ ‪:5‬‬ ‫‪http://www.itanalyze.ir/archives/2005/‬‬ ‫‪05/oeoeuoeu_oeoeuo_4.php.[4Feb.2006].‬‬ ‫‪3. "ADDIE Model". [on-line].Available:‬‬ ‫_‪http://www.exomedia.ca/elearning/ addie‬‬ ‫‪model.cfm.[4Feb.2006].‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ ‪) 69‬ﺑﻬﺎ ‪(86‬‬ ‫‪ .5‬ﻧﺘﻴﺠﻪﮔﻴﺮ‪#‬‬ ‫ﺑﺪ‪ #‬ﺗﺮﻳﺪ ﺷﺪ ‪ #‬ﮔﺴﺘﺮ[ ﻓﻨﺎ‪ #‬ﻫﺎ‬ ‫ﺑﺮ‬ ‫ﻃﻼﻋﺎﺗﻰ ‪ #‬ﺗﺒﺎﻃﻰ ﺑﻴﺸﺘﺮﻳﻦ ﺗﺄﺛﻴﺮ‬ ‫ﻣﺤﻴﻂﻫﺎ  ﻧﺸﮕﺎﻫﻰ ‪ #‬ﺑﻪﻃﻮ ﻛﻠﻰ ﺑﺮ ﻣﻮ‪[5‬‬ ‫ﻋﺎﻟﻰ  ﺷﺘﻪ‪ ،‬ﺑﻪﮔﻮﻧﻪ  ﻛﻪ ﻣﺮ‪ 5#‬ﺑﺮﻗﺮ ‬ ‫ﺗﺒﺎﻃﺎ ﮔﺴﺘﺮ  ﻧﺸﮕﺎﻫﻴﺎ ﺑﺎ ﻫﺪ ‪ U‬ﻋﻠﻤﻰ‪،‬‬ ‫ﻣﻮ‪5‬ﺷﻰ‪ # ،‬ﭘﮋ‪#‬ﻫﺸﻰ ﺑﻪ ﺷﻜﻞ ﻓﺰ ﻳﻨﺪ  ‪ 5‬ﻃﺮﻳﻖ‬ ‫ﻳﻨﺘﺮﻧﺖ ‪ #‬ﺷﺒﻜﻪ ﻫﺎ ﻛﺎﻣﭙﻴﻮﺗﺮ ﻣﻜﺎﭘﺬﻳﺮ‬ ‫ﺷﺪ ﺳﺖ‪ 5 .‬ﺳﻮ ﻳﮕﺮ‪[# ،‬ﻫﺎ ﺳﻨﺘﻰ‬ ‫ﻣﻮ‪ [5‬ﻳﮕﺮ ﻗﺎ ﺑﻪ ﺗﺄﻣﻴﻦ ﻧﻴﺎ‪5‬ﻫﺎ ﻣﻮ‪5‬ﺷﻰ‬ ‫ﻓﺮ  ‪ #‬ﺑﺎﻻﺧﺺ  ﻧﺸﺠﻮﻳﺎ ﻋﺼﺮ ﻃﻼﻋﺎ‬ ‫ﻧﻴﺴﺖ‪ .‬ﻓﺮ ﮔﻴﺮ   ﻋﺼﺮ ﺣﺎﺿﺮ ﻧﻴﺎ‪5‬ﻣﻨﺪ ‬ ‫ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪﻃﻮ ﻣﺪ ‪ #‬ﺗﻮ ﻧﺎﻳﻰﻫﺎ ﺧﻮ‬ ‫ﻓﺰ ﻳﺶ ﻫﻨﺪ ‪ #‬ﻳﻦ ﻛﺎ ﺗﻨﻬﺎ ‪ 5‬ﻃﺮﻳﻖ ﺳﺘﺮﺳﻰ‬ ‫ﺳﺮﻳﻊ‪ ،‬ﺑﻬﻨﮕﺎ‪ # ،‬ﻣﺪ ‪ #‬ﺑﻪ ﻣﻮ  ﻣﻮ‪5‬ﺷﻰ ‪ #‬ﺳﺘﺎ‬ ‫ﻣﻜﺎﭘﺬﻳﺮ ﺳﺖ‪ .‬ﻣﺤﺪ‪ #‬ﻛﺮ ﻳﻦ ﺳﺘﺮﺳﻰ ﺑﻪ‬ ‫‪5‬ﻣﺎ ‪ #‬ﻣﻜﺎ ﻛﻼ‪ ،R  R‬ﻛﺎ ﮔﺎ ‪ #‬ﻛﺘﺎﺑﺨﺎﻧﻪ‬ ‫ﻣﺎﻧﻌﻰ ﺑﺰ گ  ﺗﻘﺎ‪  Q‬ﻧﺶ ﻓﺮ ﮔﻴﺮ  ﺳﺖ‪.‬‬ ‫ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ ﻓﺮ ﮔﻴﺮ  ﻗﺎ ﻣﻰﺳﺎ‪5‬‬ ‫ﺗﺎ  ﻓﺮ ﻳﻨﺪ ﻳﺎﮔﻴﺮ ﻣﺸﺎ ﻛﺖ ﻓﻌﺎ‪  H‬ﺷﺘﻪ ‪#‬‬ ‫ﭘﻴﺮ ﻣﻮ ﻃﻼﻋﺎﺗﻰ ﻛﻪ ﺑﻪﺳﺖ ﻣﻰ‪ #‬ﻧﺪ ﺑﻪ ﺑﺤﺚ‬ ‫‪ #‬ﺗﺒﺎ‪H‬ﻧﻈﺮ ﺑﭙﺮ ‪5‬ﻧﺪ‪ .‬ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‬ ‫ﻇﻬﻮ ﻋﺼﺮ ﺟﺪﻳﺪ  ﻧﻈﺎ ﻣﻮ‪5‬ﺷﻰ ﻧﻮﻳﺪ‬ ‫ﻣﻰﻫﺪ ﻛﻪ ﺑﻪﻃﻮ ﻳﻘﻴﻦ ﻣﺴﺘﻠﺰ ﺑﺮ ﺳﻰ ﻣﺎﻫﻴﺖ‪،‬‬ ‫ﻣﺰ ﻳﺎ ‪ #‬ﺳﺎﺧﺘﺎ ﻳﺎﮔﻴﺮ ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻰ‪ ،‬ﻳﺠﺎ‬ ‫ﺗﺤﻮ‪  H‬ﺑﺮﻧﺎﻣﻪﻫﺎ ﻣﻮ‪5‬ﺷﻰ ‪ #‬ﻫﻤﭽﻨﻴﻦ ‬ ‫ﻧﮕﺮ[‪ ،‬ﻋﺎ ‪ ،‬ﻓﺘﺎ ﻃﻼ‪P‬ﻳﺎﺑﻰ‪ # ،‬ﻣﻬﺎ ﻫﺎ‬ ‫ ﻧﺸﺠﻮﻳﺎ‪ ،‬ﺳﺘﺎ ‪ # ،‬ﺑﺮﻧﺎﻣﻪ ﻳﺰ  ﺳﺖ‪.‬‬ ‫ﻣﺴﻠﻢ ﻧﻜﻪ ﻃﺮ‪ p‬ﻳﺪﮔﺎﻫﺎ ‪ #‬ﺳﺘﺎﻧﺪ ﻫﺎ‪Q‬‬ ‫ﻣﺨﺘﻠﻒ  ﻛﻠﻴﺔ ‪5‬ﻣﻴﻨﻪﻫﺎ ‪ 5‬ﻣﻜﺎﺳﻨﺠﻲﻫﺎ‪Q‬‬ ‫‪#‬ﻟﻴﻪ ﺗﺎ ﺗﻬﻴﺔ ﻣﺘﻮ  ﺳﻲ‪# ،‬ﻧﺪﻫﺎ‪ Q‬ﺗﻮﻟﻴﺪ ﻣﻮ ‬ ‫ﻣﻮ‪5‬ﺷﻲ‪ ،‬ﺋﺔ  ‪5 # ،R#‬ﻳﺎﺑﻲ ﺗﺤﺼﻴﻠﻲ‬ ‫ﻣﻲﺗﻮ ﻧﺪ ﻣﻮﺟﺒﺎ ﻓﺰ ﻳﺶ ﺑﻬﺮ‪ Q #‬ﻳﺎﮔﻴﺮ‬ ‫ﻟﻜﺘﺮ‪#‬ﻧﻴﻜﻲ ﻓﺮ ﻫﻢ ‪. #‬‬ ‫‪227‬‬ 1384/6/20 :‫ﺗﺎﻳﺦ ﻳﺎﻓﺖ‬ View publication stats 4. Alexander, Shirley. "E-learning developments and experiences". Education and Training, Vol.43, No.4/5(2001): 240248. 5. Bates, A.W. "Restructuring the university for technological change". 1997. [on-line]. Available: http://bates. cstudies.ubc.ca/carnegie/carnegie. html.[4Feb.2006]. 6. Boticario, J. G.; Gaudioso, E. "Adaptive Web site for distance learning". Campus-Wide Information Systems, Vol.17, No.4(2000): 120–128. 7. Crawford, Caroline. "Non-linear instructional design model: eternal, synergistic design and development". British Journal of Educational Technology, Vol.35, No.4(2004): 413-420. 8. Damrau, Jackie. "Technical writing and instructional design techniques". [on-line]. Available: http://www.stc. org/51stConf/sessionMaterial/dataShow. asp?ID=29. [4Feb.2006]. 9. Dublin, Lance. "The nine myths of e-learning implementation: ensuring the real return on your e-learning investment". Industrial and Commercial Training, Vol.36, No.7(2004): 291-294. 10. Engholm, Peter. "What determines an organisation’s readiness for elearning?". [on-line]. Available: http://www2.sbbs. se/hp/erson/academia/ Thesis%20FINAL. htm.[4Feb.2006]. 11. Gunasekaran, A.; McGaughey, R.E.; (86 ‫ )ﺑﻬﺎ‬69 ‫ﻓﺼﻠﻨﺎﻣﻪ ﻛﺘﺎ‬ McNeil, R.D. "E-commerce: teaching and learning". Journal of Electronic Commerce in Organizations, Vol.2, No.2(2004): 1-16. 12. Gunasekaran, A.; McNeil, R.D.; Shaul, D. "E-learning: research and applications". Industrial and Commercial Training, Vol.34, No.2(2002): 44-53. 13. Halkett, Richard. "E-learning and how to survive it". Industrial and Commercial Training, Vol.34, No.2(2002): 80-82. 14. Harun, M.H. "Integrating e-learning into the workplace". Internet and Higher Education, Vol.4, No.3(2001): 301-310. 15. Henry, Paul. "E-learning technology, content and service". Education and Training, Vol.43, No.4(2001): 249–255. 16. Khan, Badrul H. "A framework for web-based learning". TechTrends, Vol.44, No.3(2000):51. 17. Little, Bob. "Achieving high performance through e-learning". Industrial and Commercial Training, Vol.33, No.6(2001): 203-207. 18. Thomas, Pete. "Teaching over the Internet: The future". Computing & Control Engineering Journal, Vol.8, No.3(1997):136–142. 19. "What is e-learning?". [on-line]. Available: http://www.internettime.com/ images/ temp.htm#what.[4Feb.2006]. 20. "What is electronic learning?". [online]. Available: www.mup.unimelb.edu. au/pdf/0-522-85126-6.pdf.[4Feb.2006]. 228