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Title: 電腦化情境學習設計理念研究
The Design Rationale of Computer-Based Situated Learning
Authors: 國立臺灣師範大學資訊教育研究所
Issue Date: 31-Jul-1994
Abstract: 這個研究是我試圖建立電腦輔助學習設計理念的系列研究之一,研究的方向是針對情境學習理念。擬以情境學習理念為基礎,探討情境學習理念與電腦科技結合需考慮的屬性,及初步性地探索情境學習理念、domain knowledge、電腦科技三者整合應考慮的屬性。這個研究以Lave的情境學習觀點為基礎,指出情境學習理念的兩大主要特性是legitimate peripheral participation和community of practice。在這兩大特性下有identity,opportunity,learning to talk, learning curriculum,access,resources等屬性。亦指出科技設計上的borderline觀念可用來探討知識學習問題(如real world knowledge和representing knowledge的borderline issue)。依據情境學習的屬性,這個研究提出一些初步性的應用原則,擬以這些一般性原則為橋梁,使情境學習理念可用經由原則被應用到學習環境的設計發展上。為了思考電腦化情境學習的設計理念,這個研究以一個專章(第四章)探討情境學習理念、domain knowledge、電腦科技三者整合應考慮的一些觀點。經由觀念的探討與實例雛型的發展,這個研究指出應先研究(1)學習理念與電腦科技,及(2)電腦科技與domain knowledge的整合方式,當這兩方面的研究有成果後,再研究(3)學習理念、domain knowledge、電腦科技三者的整合方式。
This study is one of the series of researches that aim to construct the design rationales of computer assisted/based learning environments. This study uses situated learning concept to consider how to integrate a learning rationale and a computer technology, and how to implement a prototype. Lave's situated learning concept was used as the conceptual foundation. Legitimate peripheral participation (LPP) and community of practice were confirmed as the two major attributes of situated learning. Identity, opportunity, learning to talk, learning curriculum, and access were considered as required properties or activities in a situated learning environment. The borderline issue evoked by Brown and Duguid (1994b) and the representing knowledge concept discussed by Norman (1993) were also considered as important concepts during the design of learning environments. For bridging the gap between the situated learning rationale and the practical implementation of the rationale, some general principles were submitted. Also for directing the thinking toward "how to build up design rationale of computer-assisted/based learning environment", chapter four was devoted to discuss the necessity of integrating domain knowledge, computer technology, and learning rationale. This study indicated that computer-assisted/based learning should study (1) how to integrate learning rationale and computer technology, (2) how to integrate domain knowledge and computer technology, before the study of (3) how to integrate learning rationale, domain knowledge, and computer technology. This study also indicated that virtual reality can be applied to design science-based knowledge domains, and that groupware can be applied to design social-based knowledge domains.
Other Identifiers: ntnulib_tp_A0903_04_003
Appears in Collections:教師著作

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