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數位學習的理論基礎數位學習的理論基礎學習理論學派數位學習的理論基礎學習理論學派1教學科技可以提升學習？教學科技可以提升學習？科技只是工具？l教學策略非科技本身(Clark,1983)l內容與教學策略(Schramm,1977)l教學策略影響學習品質(Bonk&Reynolds,1997)lKozma(2001),模擬提供真實生活模式，電腦確實影響學習。l電腦提供處理能力支援(Clark,2001)妥善設計去發揮科技優勢(Cole,2000;Rossett(2002);Ring&Mathieux,2002)教學科技可以提升學習？科技只是工具？2定義定義 the use of the Internet to access learning materials;to interact with the content,instructor,and other learners;and to obtain support during the learning process,in order to acquire knowledge,to construct personal meaning,and to grow from the learning experience.(Ally,p.7)Khan(1997)定義Khan(1997)3學習理論學習理論Behaviorist School(行為學派)Cognitivist School(認知學派)Constructivist School(建構學派)Connectivist School(連結學派)學習理論Behaviorist School(行為學派)4Behaviorist SchoolStimulus-responseMind is black boxWhat else do you know about behaviorist?Behaviorist SchoolStimulus-res5行為學派對數位學習的啟示行為學派對數位學習的啟示告知要達成的目標應用測驗檢測是否達成目標學習內容須循序安排以協助學習提供回饋給學習者以矯正學習What else?行為學派對數位學習的啟示告知要達成的目標6Cognitivist SchoolI-P-O modelProcess-memory,thinking,reflection,abstraction,motivation,and metacognition感覺-短期記憶-長期記憶information is stored in longterm memory in the form of nodes which connect to form relationships.Information map-cognitive structureWhat else about Congitivist?Cognitivist SchoolI-P-O model7認知學派對數位學習的啟示認知學派對數位學習的啟示吸引注意l中心l強調重點l引起動機l適合程度連結以往的資訊l運用進階組織方法l提供概念模式l教前提問l前測認知學派對數位學習的啟示吸引注意8認知學派對數位學習的啟示認知學派對數位學習的啟示(續續)適量的學習單元l5-9項目l資訊關聯圖模式鼓勵進階學習技能-分析/歸納/評估/應用因應不同認知型態與學習風格提供不同的學習策略以多態模式呈現資訊以助益處理提升學習動機(Keller-ARCS)認知學派對數位學習的啟示(續)適量的學習單元9認知學派對數位學習的啟示認知學派對數位學習的啟示(續續)在學習過程中鼓勵應用形上認知協助學習鼓勵將學習內容應用在各種實際生活情境認知學派對數位學習的啟示(續)在學習過程中鼓勵應用形上認知協10Constructivist School學習者是主動的學習者為主體/教學者為輔助者知識可由學習者自行建構情境學習-應用在多重情境Learning as“the process of using a prior interpretation to construe a new or revised interpretation of the meaning of ones experience in order to guide future action”Mezirow claims that learning involves five interacting contexts:the frame of reference or meaning perspective in which the learning is embedded;the conditions of communication;the line of action(process)in which the learning occurs;the self-image of the learner;and the situation encountered during the learning process.Constructivist School學習者是主動的11建構學派對數位學習的啟示建構學派對數位學習的啟示學習為一主動的過程學習者應自己建構知識/非接受知識鼓勵協同與合作學習學習進度應由學習者掌控應給予學習者思考的時間使學習具有意義提供互動機制建構學派對數位學習的啟示學習為一主動的過程12Connectivist School具備在同的域、想法、概間的找到結的能(Ability to see connections between fields,ideas,and concepts is a core skill.)擁有最新的知是結主義者最主要的學習活動(Currency(accurate,up-to-date knowledge)is the intent of all connectivist learning activities.)Decision-making is itself a learning process.Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.“Know-where”more important then“know-what”and“know-how”能辨知的模式才是關鍵(Pattern recognition)Connectivist School具備在同的域、想法13連結學派對數位學習的啟示連結學派對數位學習的啟示自動與獨立學習去探索新的資訊拋棄舊有資訊與模式/追求新的資訊與模式辨識與選取重要的資訊時時更新資訊全球化的資訊來源與連結多媒體管道的方式傳送熟悉使用各種資訊設備從經驗來的與真實的學習也是不可缺的跨領域的學習連結學派對數位學習的啟示自動與獨立學習去探索新的資訊14Q&A&FeedbackQ&A&Feedback15
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