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按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,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？,科技只是工具？,教學策略非科技本身,(Clark,1983),內容與教學策略,(Schramm,1977),教學策略影響學習品質,(,Bonk,&,Reynolds,1997),Kozma(2001),模擬提供真實生活模式，電腦確實影響學習。,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,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,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),4,Behaviorist School,Stimulus-response,Mind is black box,What else do you know about behaviorist?,Behaviorist SchoolStimulus-res,5,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,6,Cognitivist School,I-P-O model,Process-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 structure,What else about Congitivist?,Cognitivist SchoolI-P-O model,7,認知學派對數位學習的啟示,吸引注意,中心,強調重點,引起動機,適合程度,連結以往的資訊,運用進階組織方法,提供概念模式,教前提問,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,(,續,),適量的學習單元,5-9,項目,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,(,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,10,Constructivist 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,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,12,Connectivist 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,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,14,Q&A&Feedback,Q&A&Feedback,15,
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