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]