目前國內各大專院校使用的網路教學平台，多媒體教材是相當普遍的學習內容呈現方式，這些多媒體教材包含文字、聲音、動畫、影像等等，而多數教學平台所提供之介面互動方式，仍是以「文字」介面為主，缺乏與學生影音互動的機制和即時影音錄製及播放的功能；故本研究旨在發展網路教學平台視覺化介面影音討論工具，此影音討論工具包含有「非同步影音留言板」及「同步影音討論區」，提供視訊、語音與文字錄製等功能機制；並將此影音討論工具內嵌於開放程式碼的網路教學平台Moodle內；同時探討介面控制的文獻，做為本研究發展影音討論工具介面的原則。 研究開發環境運用Flash Communication Server做為串流伺服器軟體，並以Flash MX 2004最新的Action Script 2.0撰寫程式，功能主要為啟動使用者端語音及視訊功能，並且利用RTMP協定進行串流（Streaming）通訊。再以php做為中介程式將影音資料寫入Moodle資料庫，實際整合影音媒體與網路教學平台。 網路教學平台Moodle整合本研究發展之影音討論工具，使用者毋需額外安裝任何軟體，即可使用聲音或影像錄製的功能，或是與其他使用者做即時同步的影音溝通；網路使用者對於聲音影像的教學活動有相當高的參與度與興趣，教師亦能透過影音討論工具運用更多元的網路教學策略與方法。所以網路教學平台應提供影音互動的相關功能，讓多媒體工具能配合教學的需求；除此之外，圖形化與視覺化的互動介面設計，更能讓使用者快速的瞭解介面功能的運作方式，提昇網路學習的動力。 Today advanced technological development has already provided the mutual audio-visual function, however, most of the web-based learning systems at present are still primarily focusing on text-based discussion. This study focuses on the development of visual-Audio discussion tools and construct interactive platform for teaching and learning on the web. This discussion tools include both the asynchronous message board and the synchronous discussion board. Teachers and students can present video, voice and text message and take the advantage of the recording function. This research also follows the interface design principle in developing the visual-Audio discussion tool for e-learning environment.
This study utilizes Flash Communication Server, Flash MX 2004 software and Action Script 2.0 with RTMP agreement to develop a video and audio discussion tool. This interactive communication board, which was programmed in PHP language, and MySQL database provides users with video, audio and text functions and was integrated in Moodle open source platform.
These tools were developed to provide on-line discussion within the Moodle system. Users may use the tools without any other installation. By using usability testing methods, interview and observation, students who take “Interface design’ course were interviewed to examine what functional elements and interface were used and how they were implemented in relation to current web-based environment. The results revealed that teacher and students were highly motivated and engaged in discussion and willing to use the tools for on-line courses.
