與有榮焉的一刻

Lab所培養的優秀學生，終於在辛勤coding 36小時後，獲得學生開發組的最高榮譽"超級新星獎"。這次得獎最重要的是事前的準備，與開發成果的貢獻度。當然，團隊合作是最重要的!!這也是老師一直著重培養同學的重點。同學們竟然把"小菜"發揮的這麼淋漓盡致，相信我們未來的主菜"神聖計畫"一定會拿下更多更多的榮耀！!

[演講]師父領進門，修行在個人-部落格於提升自我導向學習所扮演的角色

演講實錄：

[Article]Bring ideas into action: Developing a Cognitive/Affective Teaching Framework in Energy Education

Although the energy issues have existed for nearly 15 years, only recently has its surge of mainstream popularity motivated many researchers to acknowledge its educational value. In Taiwan, the aims of several national projects promoted by the Ministry of Education (MOE) are to improve the quality of energy education (e.g. MOE’s Energy Education Pilot Project). However, the research observes the importance of affective aspects for energy education, which is an area that is under-researched and under-discussed. This study develops a cognitive/affective teaching model based on the revision of Bloom’s Cognitive Taxonomy and Krathwohl’s Affective Taxonomy, in which the teacher guides students to construct an individual knowledge structure by a series of learning activities such as reading, writing, and sharing blog entries. [Link]

[Article]Cooperative Weblog Learning in Higher Education: Its Facilitating Effects on Social Interaction, Time Lag, and Cognitive Load

This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education. Article

[Article]Learning in a u-Museum: Developing a context-aware ubiquitous learning environment

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the digital world. Although learning outside of the traditional classroom is an innovative teaching approach, the two main problems are the lack of proper learning strategies and the capacity to acquire knowledge on subjects effectively. To manage these problems, this study proposes a context-aware ubiquitous learning system (CAULS) based on radio-frequency identification (RFID), wireless network, embedded handheld device, and database technologies to detect and examine real-world learning behaviors of students. A case study of an aboriginal education course was conducted in classrooms and at the Atayal u-Museum in Taiwan. Participants included elementary school teachers and students. We also designed and used a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory to measure the willingness for adoption or usage of the proposed system. The experimental results demonstrated that this innovative approach can enhance their learning intention. Furthermore, the results of a posttest survey revealed that most students’ testing scores improved significantly, further indicating the effectiveness of the CAULS. [Article]

北斗七星

Big Dipper

Made using: Khan Academy Computer Science.

Duck Hat

Duck Hat

Made using: Khan Academy Computer Science.

Bouncing Ball

Bouncing Ball

Made using: Khan Academy Computer Science.

4 Bouncing Balls

Made using: Khan Academy Computer Science.

Smile program

Smile~~!!

I'm watching you!

Made using: Khan Academy Computer Science.

東海優質茶飲店-二代飲

飲料多元，好喝。
不負擔，自然農法！有經過可以帶一杯喜歡的飲料唷！！

自我導向學習風格量表

生魚片的供給需求

生魚片 與熟魚肉 為互補品

視覺風格與美學-相同內容不同風格之測驗

梨子咖啡館

非常有設計感的咖啡館
設計美學就在生活中！！

學習風格量表(Index of Learning Styles)說明

學習風格量表(Index of Learning Styles)說明

Felder與Soloman(1991)所設計的學習風格量表(Index of Learning Styles)，該量表包含44個問題評估學習者在主動/反思、感覺/直覺、視覺/口語、連續/總體等四個面向上的偏好，每一個題目有兩個答案可供選擇，分別對應到某個面向上的某項特性。每個面向上皆有兩種互斥的特性，受測者對每一個面向只會測出一個特性，共可測得四個風格特徵值。舉例來說，對於同一學習者，問卷只會測出主動與反思兩種特性其中之一。學習風格可由所測得的四項風格特徵值劃分，其範圍在1∼11分之間，代表該項特性之強弱程度。分數越大代表該名學習者對該特性之表現越強烈。當學習者對某一維度有強烈偏好時，學習者在不支援該偏好的環境中學習可能會遇上困難。下列為各學習風格簡易特徵：

1.主動型(active)：利用實驗與觀察來獲得知識，行動派，喜歡先做再說，喜歡團體合作討論。

2.反思型(reflective)：偏好在行動之前先進行徹底的思考，喜歡說讓我先想一下，喜歡獨自思考問題與工作。

3.感覺型(sensing)：透過感官的途徑來察覺，使用直接的感覺來收集資料。比較實際且謹慎，偏好學習具體的事物，喜歡用固定的方法解決問題，擅長具體事務的記憶，與實際操作演練。

4.直覺型(intuitive)：透過間接的感覺，在本身無特別意識的情況下來發覺與觀察。喜歡探索可能性與關連性，有更多創新力，不喜歡重複，不喜歡涉及太多記憶和計算的課程。

5.視覺型(visual)：喜歡圖形化的說明，看到實際的圖表、流程圖、影片或實際演練過程時有較好的記憶。

6.口語型(verbal)：擅長文字與聲音資訊的記憶，讀與寫的解釋說明可以更有效率的學習。

7.連續型(sequential)：解決問題時喜歡循序漸進，傾向於跟隨邏輯性的步驟去找出答案。

8.總體型(global)：跳躍式的思考，容易大而化之、不求甚解。

＊感謝研究生林代典同學與余鈺涓同學資料提供與整理

完成後的同學可依據此表對照自己的學習風格，結果可寄mail與老師索取。

ILS報告表

主動型

反思型

11a

9a

7a

5a

3a

1a

1b

3b

5b

7b

9b

11b

感覺型

直覺型

11a

9a

7a

5a

3a

1a

1b

3b

5b

7b

9b

11b

視覺型

口語型

11a

9a

7a

5a

3a

1a

1b

3b

5b

7b

9b

11b

連續型

總體型

11a

9a

7a

5a

3a

1a

1b

3b

5b

7b

9b

11b

l   如果您的分數介於1至3分，你公平且平衡於此面向的兩個類型之上。

l   如果您的分數介於5至7分，你較偏好於此面向的某個類型，在此類型的教學環境中你會較容易學習。

l   如果您的分數介於9至11分，你強烈偏好於此面向的某個類型，在不支持此類型的教學環境中，你可能會有學習上的困難。