2007-04 eLearning conference: Difference between revisions
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活動網站: [http://www. | 活動網站: [http://www.cila.org.tw/edm.htm 2007年 e-Learning數位學習論壇] ([http://www.teachers.fju.edu.tw/index.php?option=com_content&task=view&id=88&Itemid=61 議程]) | ||
== Topic: Building a Solid BB Infrastructure on Campus / Dr. Pei Kai Cheng == | == Topic: Building a Solid BB Infrastructure on Campus / Dr. Pei Kai Cheng == | ||
Education Technology Framework | 數位學習專案/平台導入可分成五個階段 - Education Technology Framework | ||
* exploratory (1996): training, installation of BB | * exploratory (1996): training, installation of BB | ||
* supported (1998): integrate the student record system | * supported (1998): integrate the student record system | ||
| Line 8: | Line 8: | ||
* mission critical (2002): Campus portal | * mission critical (2002): Campus portal | ||
* transformative (2004): content management (content types, usage, future options), dataflow, e-Portfolio | * transformative (2004): content management (content types, usage, future options), dataflow, e-Portfolio | ||
:括弧內的年代, 代表香港導入的時間 | |||
== Topic: Creating Enriched Learning Platform with e-Learning Objects / Dr. Themin Suwardy == | == Topic: Creating Enriched Learning Platform with e-Learning Objects / Dr. Themin Suwardy == | ||
Reusable Learning Objects in Financial Accounting | 學習物件類型 - Reusable Learning Objects in Financial Accounting | ||
# Theories: sequential manner, systematic view - 1 LO is about 15~20 mins | # Theories: sequential manner, systematic view - 1 LO is about 15~20 mins | ||
# Cases: Real-world phenomena | # Cases: Real-world phenomena | ||
| Line 28: | Line 29: | ||
* 空間認知原則 + 時間認知原則: | * 空間認知原則 + 時間認知原則: | ||
** 「文圖並茂」增加學習 | ** 「文圖並茂」增加學習 | ||
** dual screens: | ** 雙螢幕(dual screens)播放:大綱 | ||
*** 第1個螢幕: 放現在講解的簡報 | |||
*** 第2個螢幕: 放前一張的簡報、或本小節的大綱簡報 (像以前的黑板板書, 可供學生回溯) | |||
| Line 35: | Line 38: | ||
* = f ( ( perseverance + opportunity* ) / (aptitude + quality of instruction* + ability to understanding instruction) ) | * = f ( ( perseverance + opportunity* ) / (aptitude + quality of instruction* + ability to understanding instruction) ) | ||
* Marked items is the external factors to impact the degree of learning | * Marked items is the external factors to impact the degree of learning | ||
* 1963年尚無數位學習，所以下面是調整過的理論。 | |||
| Line 50: | Line 54: | ||
* ... | * ... | ||
demo: [http://www.xengda.com.tw/products_mimic.htm Mimic-Builder（大師手筆）] | demo: [http://www.xengda.com.tw/products_mimic.htm Mimic-Builder（大師手筆）]可手描、讀稿、同步錄影 | ||
* 管理專案英語演講: 巧妙運用雙螢幕，非公開螢幕的簡報草稿，寫滿英文演講稿的提示，不會忘詞。 | |||
* 手寫數學式的授課: 可以在螢幕上，照描另一個非公開螢幕的數學式草稿(並避開著作權授權議題)。 | |||
[[Category:Journal]] [[Category:Elearning]] | [[Category:Journal]] [[Category:Elearning]] | ||
Latest revision as of 14:36, 21 June 2009
活動網站: 2007年 e-Learning數位學習論壇 (議程)
Topic: Building a Solid BB Infrastructure on Campus / Dr. Pei Kai Cheng[edit]
數位學習專案/平台導入可分成五個階段 - Education Technology Framework
- exploratory (1996): training, installation of BB
- supported (1998): integrate the student record system
- strategic (2000) (optional for planned adoption cf: nature adoption): SSO(LDAP, Active directory, Kerberos), increase the usage to 80%, load balance
- mission critical (2002): Campus portal
- transformative (2004): content management (content types, usage, future options), dataflow, e-Portfolio
- 括弧內的年代, 代表香港導入的時間
Topic: Creating Enriched Learning Platform with e-Learning Objects / Dr. Themin Suwardy[edit]
學習物件類型 - Reusable Learning Objects in Financial Accounting
- Theories: sequential manner, systematic view - 1 LO is about 15~20 mins
- Cases: Real-world phenomena
- Stories:
- to fit the business relevance/skills instructional needs
- Every week is one story, at least 5 or more continuous stories. Finalized with 2 ending stories (good or sad ending)
- static photo with the dialogs bubble (as comics): economical approach to create the RLO
Topic：The Virtual Classroom: Unexpected Uses and Outcomes / William Florence[edit]
Elluminate - Live eLearning Solution & Collaboration Solution Software
Topic: A Rapid and Quality Methodology for Designing e-Learning Content / 游寶達[edit]
多媒體學習理論
- 空間認知原則 + 時間認知原則:
- 「文圖並茂」增加學習
- 雙螢幕(dual screens)播放:大綱
- 第1個螢幕: 放現在講解的簡報
- 第2個螢幕: 放前一張的簡報、或本小節的大綱簡報 (像以前的黑板板書, 可供學生回溯)
學習程度(degree of learning) (Carroll, 1963)
- =「真正花在學習上的時間」相對於「學習所需時間」之比例函數 = f (真正花在學習上的時間 / 學習所需時間)
- = f ( ( perseverance + opportunity* ) / (aptitude + quality of instruction* + ability to understanding instruction) )
- Marked items is the external factors to impact the degree of learning
- 1963年尚無數位學習，所以下面是調整過的理論。
What is rapid design? to increase the learning opportunity
- 這門課結束後，距下次上課前的時間間隔的一半時間內，能將教材數位化上線
- 總結性評量: 在期末考試前，最後一門課結束後的一半時間內，能將所有教材數位化上線
quality design to increase the quality of instruction
- precisely place...
- correctively and precisely write down the math formula
- clearly explain concepts
- individually make keywords... (KM)
- easily use
- ...
demo: Mimic-Builder（大師手筆）可手描、讀稿、同步錄影
- 管理專案英語演講: 巧妙運用雙螢幕，非公開螢幕的簡報草稿，寫滿英文演講稿的提示，不會忘詞。
- 手寫數學式的授課: 可以在螢幕上，照描另一個非公開螢幕的數學式草稿(並避開著作權授權議題)。