导入数位学习之执行模式SomeRunningModelsforApplinge.PPT

利用『展示』及『互動』的教學活動以達成知識建立之成效 How to Apply “Presentation” and “Interaction” Activities to Realize the Effect of Knowledge Building 游寶達 教授 國立中正大學資工系 嘉義 民雄 『展示』與『互動』模式 『情意』與『認知』 從『情意』到『認知』-- Scaffolding 鷹架與Constructivism建構主義 教學活動 (Pedagogic Activities) 提升教學品質的向度 在課程授課時，利用『提示』的機制，以提供教材概念架構的解說過程，讓學生可以邏輯過程之方式吸收知識。 利用『參與』的機制，讓學生可以加速其正在學的知識之認知。 展示時，特別強調重要之內容，以『增強』其學習內涵。 回饋-補救教學過程（feedback-corrective process）是確保學生能精熟每一個單元，並為下一個單元準備了高的認知起點行為及情意起點特性。 教學策略 混合式學習環境中『展示』及『互動』教學模式 Educational technologies and theories have been widely applied to integrate classroom-Learning and electronic-Learning to form a blended learning. c-Learning with ICT (P) For traditional learning in classroom (c-Learning), information and communication technology (ICT) also plays an important role to improve teachers’ teaching capability and students’ learning performance. c-Learning with One Projector (P) c-Learning教學模式 -- PowerPoint的兩頁展示機制 (P) c-Learning教學模式 -- 程式語言教學展示機制 (P) c-Learning教學模式 -- 手寫教學展示機制 (P) c-Learning教學模式 -- 個案討論互動機制 (PI) c-Learning教學模式 – 學習回饋機制 (I) 同步群體廣播學習機制 Synchronous e-Learning (PI) There is a net meeting server to control the interaction among teacher and students simultaneously. After students login that server, they can receive teacher’s lecture video immediately and also can interact with teacher or classmates. This learning model requires any attendance to show up at same time, but can stay at their own place to join this learning activity. e-Learning同步教學模式：即時群播、互動機制 (PI) Web-office 非同步自我學習機制 Asynchronous e-Learning: self-pace learning e-Learning contents have been designed in advance and then uploaded into LMS. Learners can learn anywhere and anytime. That is without constraint about learning time and place. 具有教案設計功能之e-Learning設計模式 e-Learning之學習元件 (Learning Object) 課程設計 遠距教學課程 課程時數二分之一以上以遠距教學方式進行之課程。 上課方式 注重課程知識的傳授 注重互動的討論及交流 成效評估 各模式下之學習程度分析 結論 結論 在設計課程時，必須考量學科的屬性及學生的需求，再決定適當的ce時數、PI比率。 整體的目的在於『改善教師的教學能力』及『提升學生的學習成效』。 * * 從學生角色來看之 情意 (Affection)：學生感受外來之知識，可能從老師授課時而來，或從其