中小學教師數位典藏融入教學網路研習混成課程設計與評鑑

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/31336

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题名:	中小學教師數位典藏融入教學網路研習混成課程設計與評鑑
其它题名:	Designing and evaluating a blended learning course for elementary and high school teachers : take the national digital archives programs K-9 teachers workshops as example
作者:	胡恆華;Hu, Heng-hua
贡献者:	淡江大學教育科技學系碩士在職專班徐新逸;Shyu, Hsin-yih
关键词:	混成學習;中小學教師研習;數位典藏;blended learning;K-9 Teachers Workshops;National Digital Archives Program
日期:	2009
上传时间:	2010-01-11 00:32:58 (UTC+8)
摘要:	由於網際網路的發達，網路已經成為教師們尋找教材的最佳場所，因應政府大力推動資訊融入教學的政策下，數位典藏國家型計畫—訓練推廣分項計畫自民國九十一年起即舉辦一連串中小學教師研習，並積極推廣數位典藏融入中小學教學之中。鑑於以往數位典藏中小學教師研習皆以傳統面對面實體授課方式進行，為應用數位學習之優勢，本研究將運用混成學習模式，設計發展出中小學數位典藏融入教學網路研習混成課程，藉此建立數位典藏教師研習之創新模式，提供未來數位典藏國家行科技計畫或其他相關教育單位進行教師培訓之參考。研究者依循ADDIE教學設計模式，先針對混成學習發展要素之學習內容、學習者及資源進行分析，再依據分析結果設計發展混成學習，經過實際落實混成學習模式，針對學習者進行評鑑，最後再依據評鑑結果提出該混成學習模式修正建議，作為下次設計時的參考意見。依據上述設計發展、落實、修正、再設計發展的研究循環，最後本研究產出三種混成模式：一、先E後C混成模式，即先進行線上課程再進行實體課程的混成學習模式。由於先E後C混成模式有固定的學習流程，所以課程內容必須有一定的學習順序，且經評估後需可發展為線上課程，上述考量都是該模式的必要條件；二、EC或CE隨意組合混成模式，即線上課程與實體課程隨意組合搭配的混成學習模式。該混成模式最大考量在於課程開設的完整性與課程模組結構的掌握，因此該模式適合沒有固定學習順序的課程內容，且必須不受線上與實體課程搭配順序的影響，為該模式設計之先決條件；三、先E後C再E混成模式，即先進行線上學習再加上課堂面授再輔搭配以線上評量的混成學習模式，由於該模式為上述第一種模式的延伸，在教學設計上，該模式除必須具備與上述第一種模式所符合的條件，同時還需具備可於線上執行學習評量機制的條件。本研究分別於空中大學澎湖校區、台北縣三芝國小及台南縣勝利國小舉辦三場「數位典藏融入教學網路研習混成課程」，並於課程結束後進行課程評鑑，評鑑內容部分，則針對學習者學習成效、課程滿意度及學習者訪談三方面探討，結果顯示三場混成課程的學習者都達其學習成效；在課程滿意度的部分，不同混成學習模式除了在因應不同學習現況，需進行細節的調整外，學習者對於不同混成學習模式的整體觀感，都給予著正向的回饋。研究建議則對學習者與教學設計師提出針對不同混成學習模式在進行學習與設計時之建議，作為往後相關混成學習設計或後續研究參考之用。 As the advancement of internet, the network has already become the best place for the teachers in looking for teaching materials. Under the policy of promoting information technology integrating in instruction by government, the Training & Promotion Division of National Digital Archives Program (NDAP) has held a series of high school and elementary school teachers’ workshops since 2002, in order to promote the integration of digital archives in high school and elementary school instruction. Due to digital archives high school and elementary school teachers’ learning is usually conducted by physical face-to-face instruction, this research will use the blended learning model to design and develop the blended learning courses for the integration of digital archives in high school and elementary school instruction, so as to create the innovative model for digital archives teachers learning. It will be provided as the reference for teachers training of NDAP or other education unit in the future. The researcher follows ADDIE instruction design model to start with the analysis of learner, learning contents and learning resources as the elements of blended learning. And the result of analysis leads the design and development of the blended learning. The practical blended learning model then would be applied for learners’ evaluations. Finally, based on the result of evaluation, recommendations for amendment would be noted as reference for next design. This research has created three blended models; (1) The blended model of e-learning (E) first then classroom instruction (C), which means the blended learning model by conducting online courses first then conducting physical courses. Since a stable learning procedure is determined and applied for this model, the learning contents must have a regular learning order. Moreover, it has to be re-planned into on-line class after evaluation. The above considerations are essential conditions of this model; (2)arbitrary blended model of EC or CE, which means the blended learning model by combining online courses and physical courses arbitrarily. The most serious concern of this model is to keep the degree of completion for the course and the course structure. Therefore, this model is suitable for learning contents of irregular learning order; (3) The blended model of E first then C and E again, which means the blended learning model by conducting online courses first then conducting physical courses and conducting online evaluation again. Since this model is the extension of the first, all the conditions have to match with it in the design. It is also required to have the function of on-line learning evaluation. This research has held three workshops, entiled Integrating the digital archives into instruction in National Open University, Penghu Campus, Sanzhi Elementary School in Taipei County, and Shengli Elementary School in　Tainan County. A course evaluation was taken place after the seminars aiming at learners’ learning effects, the degree of learners’ satisfactory and in-depth interviews with the learners. The results showed that all of the learners within the three workshops have gained an positive outcome of learning. As for the course satisfactory, different learning models are required minor adjustments according to different learning environments, but all with positive feedback. This research has concluded suggestions for different learning models in the perspective of learning design for future reference.
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