博碩士論文 89542009 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:10 、訪客IP:34.204.203.142
姓名 賴志宏(Chih-Hung Lai)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 行動科技對經驗學習之支援性
(Affordances of mobile technologies for experiential learning)
相關論文
★ 數位遊戲式學習環境對能源節約之影響評估★ 一個適用於解題領域的模擬多重學習同伴之方法
★ 亞卓市全民學校系統設計與初步使用成果★ 網路學習資訊護照系統
★ 全民學校之團隊教學與團隊學習設計★ 電腦支援問答競爭學習遊戲設計之探索
★ 亞卓期刊系統之設計與實作★ 網路上目標設定環境的建置網路上目標設定環境的建置 以閱讀網站為例
★ 亞卓合作觀察實驗站之研究★ 使用 EduClick 當作遠端遙控互動評量系統
★ 出題與同儕評題支援系統之設計及評估★ 支援不同解題練習遊戲活動之雙人學習系統
★ 亞卓市多重學習系統之黏合機制★ 捷徑問題在特殊圖形上之演算研究
★ 激發使用動機之網路個人學習平台★ 一個設計結構化網路學習社群之方法
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載]
  1. 本電子論文使用權限為同意立即開放。
  2. 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
  3. 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。

摘要(中) 經驗學習是透過經驗的轉移以創造知識的過程,該理論已被應用在許多領域。然而,許多學者認為經驗學習缺乏機制以引導學生在真實的學習環境中進行學習,因此本研究引進學習護照及行動科技兩種機制以促進經驗學習。
首先,本研究提出網頁式的學習護照模式,並依據該模式開發三個學習護照系統,以進行學習護照對學習支援性的初步評估。第一個系統是資訊學習護照系統,它是以電腦知識及技能為學習內容,在實驗的一年半之間共有220所中小學及108,356位學生使用該系統。第二個是學習護照編輯系統,它保留了資訊學習護照的架構,將學科內容擴充到各個科目,系統中提供編輯介面,老師可以依據教學需求自行編輯或共享教材及護照內容。第三個是行動學習護照系統,該系統將學習護照編輯系統的使用設備從個人電腦擴展到個人數位助理(PDA)等行動設備上,行動學習護照系統可以提供學生手持PDA至戶外進行田野學習。從這三個系統的初步研究中顯示學習護照可以提高學生的學習動機及學習成效,同時也可幫助師生更清楚地瞭解學生自己及其他同學的學習狀況。
其次,為檢驗行動科技支援經驗學習的可能性,本研究根據Kolb的經驗學習理論及之前提出的網頁式學習護照的架構設計了六個步驟的學習流程,以及行動學習支援系統,該學習流程利用行動科技的輔助,引導學生手持PDA在學校植物園中進行經驗學習。最後,針對學習流程及行動科技進行實驗,計有兩個班級的小學五年級學生參與,一個班級的學生使用PDA在學校的植物園進行學習,另一個班級則採用傳統紙筆的方式。
實驗結果的分析包含兩個階段,為解釋行動科技對經驗學習的輔助程度,在第一階段中比較兩個班級學生獲得知識的差異性。由前、後測及學生的成果報告中顯示使用PDA的學生比沒有使用的學到也創造了更多的知識,證明了行動科技可以輔助學生在經驗學習的過程中,獲得更多的知識。然而,由問卷中顯示PDA所附的照相及錄音等功能,並無法將其所帶來的高度學習興致持續到之後的學習流程上。第二階段採用活動理論分析規則、社群及分工等各項因素如何影響行動科技對經驗學習的支援性,分析中發現由於學習者使用或教學者所安排的學習方法及學習工具本身會因為不當的配對而侷限了其對學習的支援,因此在使用科技時微妙的人性因素也應該被考慮進來。最後,本研究也提出三項工作做為未來研究的參考。
摘要(英) Experiential learning is the process of creating knowledge through the transformation of experience and has been adopted in an increasing number of areas. However, experiential learning is generally regarded as lacking a mechanism to focus student awareness in a learning context. The study aims to provide mechanisms of web-based learning passport and mobile technologies to facilitate experiential learning.
At the beginning, the study conducted a preliminarily study on three learning passport systems grounded a proposed framework on a web-based learning passport. The learning subject of Information Learning Passport System (ILPS) is computer knowledge and skills. A total of 220 schools and 108,356 students used the system within one and half years. Learning Passport Authoring System (LPAS) applied the structure of ILPS and extended learning subjects. LPAS provided authoring interface for teachers to design learning content according to their instructional requirement. Mobile learning passport system (MLPS) extended usage equipments of ILPS from PC to mobile devices such as a PDA (Personal Digital Assistant). MLPS provided students to conduct field-trip learning with PDA. From the preliminary evaluations of these three systems, the framework is appeared to be able to arouse student learning motivation, increase student learning achievement, and be helpful for clarifying student learning status and instructions for teachers.
Then, to investigates the possibilities of mobile technological supports for experiential learning, a mobile technology supported system and a six-stage learning flow based on Kolb’s experiential learning theory and the proposed framework of learning passport were designed to facilitate students. The learning flow for experiential learning was designed in a school garden that guides students using facilities of PDAs. Last, an experiment was conducted to compare the knowledge creation of two classes of fifth-grade students with PDAs and those without PDAs on experiential learning.
There was two-step analysis: Firstly, the study compared the knowledge gain of these two classes, in order to explain the extent to which mobile technology benefited experiential learning. The pre- and post-test and the final report showed that the class with PDAs gained more knowledge as well as created more knowledge than that of the without PDAs class. However, the questionnaire revealed that PDAs and their embedded functions such as photo-taking and sound-recording did not sustain engagement of this class in the following stage. Secondly, the study used activity theory as a lens to analyze further how other components, such as rules, community, and division of labor affect the affordances of mobile technology. The analysis further discovered that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by a mismatch between the tools as such, and the way in which they were used by learners or were arranged by the instructor.
Therefore, the subtle human factors present in the use of technologies should be carefully considered. Moreover, there were three things were indicated to be considered as future works.
關鍵字(中) ★ 行動學習
★ 經驗學習
★ 行動科技
★ 個人數位助理
★ 支援性
★ 學習護照
★ 活動理論
關鍵字(英) ★ experiential learning
★ mobile technology
★ PDA
★ affordance
★ learning passport
★ activity theory
★ mobile learning
論文目次 中文摘要 II
Abstract VII
致謝 IX
List of Figures XIII
List of Tables XIV
1 Introduction 1
1.1 Motivation 1
1.2 Objective 4
1.3 Structure of the study 5
2 Literature review 6
2.1 Experiential learning 6
2.2 Learning passport 9
2.3 Educational affordances of mobile technologies 12
2.4 Activity theory 14
3 Preliminary study of learning passport systems supporting learning 17
3.1 Framework for web_based learning passport 17
3.2 Information learning passport system 22
3.2.1 System description 22
3.2.2 Evaluation 28
3.2.3 Results 29
3.3 Learning passport authoring system 33
3.4 Mobile learning passport system 36
3.4.1 System structure 36
3.4.2 Evaluation 39
3.4.3 Results 41
3.5 Conclusion for learning passport supported learning 42
4 Experiential learning activity design and system implementation 43
4.1 Learning flow for experiential learning 43
4.2 Mobile technology supported system for experiential learning 46
5 Method 50
5.1 Participants 50
5.2 Procedure 51
5.3 Activity theory as an analytical framework 55
6 Results 61
6.1 Knowledge gains 61
6.2 Mobile technology 64
6.3 The supporting system 66
6.4 Learning flow 68
6.5 Contradictions by activity theory 71
7 Discussions and future works 74
7.1 Discussions 74
7.2 Research limitations and future works 78
References 79
Appendix: Pre- and Post-test 87
參考文獻 AISEC (2004). Developing individuals, communities and co-operation through global exchange. Retrieved March 20, 2005, from website: http://v2.aiesec.net/ students/35/.
Ball, C. (1988). Educational Passports. Australia: Central Queensland University.
Bannon, L., & Bodker, S. (1991). Beyond the interface: Encountering artifacts in use. In J. M. Carroll. Designing Interaction: Psychological Theory at the Human–Computer Interface (pp. 227–253). Cambridge: Cambridge University Press.
Barab, S. A., Barnett, M., & Squire, K. (2002). Developing an empirical account of a community of practice: characterizing the essential tensions. The Journal of the Learning Sciences, 11(4), 489-542.
Barab, S. A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002). Using activity theory to understand the systemic tensions characterizing a technology-rich introductory astronomy Course. Mind, Culture, and Activity, 9(2), 76-107.
Barker, A. C., Jensen, P. J., & Kolb, D. A. (2002). Conversational learning: an approach to knowledge creation. Westport: Quorum.
Barker, K. (1996) The CLFDB Learning Record Project Background Paper. Ottawa: Canadian Labour Force Development Board.
Barker, K. (1999). The electronic learning record: Assessment and management of skills and knowledge. An ePortfolio environmental scan. Vancouver: FuturEd Inc. Retrieved April 25, 2004, from website: http://www.futured.com/ pdf/ELR.pdf
Bielaczyc, K. (2006). Designing social infrastructure: critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15(3), 301-329.
Canadian Steel Trade and Employment Congress. (2003). Skill learning program. Canada. Retrieved November 20, 2004, from website: http://www.cstec.ca/skill.html
CFHSS. (2004). Report on the University Research Shops Project. Retrieved October 8, 2004, from website: http://www.fedcan.ca/english/policyandadvocacy/ archives/romaneng.cfm
Chan, T.W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J., Pea, R., Norris, C., Soloway, E., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C. K., Milrad, M., & Hope, U. (2006). One-To-One Technology-Enhanced Learning: An Opportunity For Global Research Collaboration, Research and Practice in Technology Enhanced Learning, 1 (1), 3-29.
Chen Y. S., Kao T. C., & Sheu J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347-359.
Christian, C. (2003). Scientists’ role in educational content development. Journal of Science Education and Technology, 12(1), 31-37.
Crawford, K. (2004). E-learning and activity: Supporting communication, cooperation and co-invention. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (pp.134-138). Jungli, Taiwan: IEEE Computer Society.
Curtis, M., Luchini, K., Bobrowsky, W., Quintana, C., & Soloway, E. (2002). Handheld use in K-12: A descriptive account, Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE), 23-30, IEEE Computer Society Press.
Curtis, M., Luchini, K., Bobrowsky, W., Quintana, C., & Soloway, E.(2002). Handheld use in K-12: A descriptive account, Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE), 23-30, IEEE Computer Society Press.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Doyle, W. (1985). Classroom organization and management. in Handbook of research on teaching, 3rd ed., M. Wittrock, Ed. New York: Macmillan.
Engestr
指導教授 楊接期、陳德懷、何錦文
(Jie-Chi Yang、Tak-Wai Chan、Chin-Wen Ho)
審核日期 2007-5-7
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明