Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96911
Title: 情境故事導向數位教材處理手法之設計模式建構研究
A Framework for Designing Scenario-based Treatment of e-Learning Courseware
Authors: 蔡錫濤
Shir-Tau Tsai
吳斯茜
Szu-Chien Wu
Keywords: 數位學習
情境故事導向
處理手法設計
e-Learning
scenario-based
treatment design
Issue Date: 2006
Abstract: Jonassen(1991)呼籲「情境至上」後,教學設計界體認了在情境式學習的形式下,被學習知識可利用情境故事的方式加以轉化,也意識到情境這個元素對於有意義學習的重要。然而,將情境元素順勢利導地納入數位教材中,需要多年的教學設計經驗方能竟功,因而推廣不易。本研究聚焦在情境創設的處理手法設計環節上,試圖打造一個創設學習情境的便利工具。 本研究先以文獻探討方式提出情境故事導向數位教材處理手法之設計模式,並以快速雛型法(Rapid Prototyping)來發展電子績效支援系統(EPSS,Electornic Performance Support System)作為教學設計輔助工具。為確認本研究所提模式對於數位教材設計實務的協助,再請國內知名數位學習業者的資深教學設計人員進行EPSS系統試用,系統試用結果確認了本研究所發展的「情境故事導向數位教材處理手法設計模式EPSS」可有效協助數位教材設計人員構思情境故事導向數位教材的處理手法。 歸納文獻探討、快速雛型法、訪談及試用調查的結果,本研究提出以下結論: 1.情境故事導向數位教材以情境認知理論為基礎,可提供學習者有動機、會投入、能記憶、可遷移的學習情境,適於問題解決類的教學。 2.設計處理手法乃數位教材設計階段的首要工作,會決定教材知識設計與感知設計的骨幹,處理手法是數位教材能否成為情境式教學的關鍵點。 3.情境故事導向數位教材處理手法之設計模式利用角色、問題、任務、場景與資源五個元素,以及「1、決定學習者角色」,「2、決定問題與任務」與「3、決定場景與資源」三個步驟來創設學習情境,並獲致「提供擁有感」與「營造寫實氛圍」的效益。 4.「情境故事導向數位教材處理手法設計模式EPSS」能提供教學設計人員於構思處理手法的有效膺架。 5.未來「情境故事導向數位教材處理手法設計模式EPSS」的升級,可朝服務設計階段的全部工作來規劃,以提高系統的支援作用。
While Jonassen (1991) proclaimed that ‘Context is everything,’ instructional design professionals are more aware of the value of context elements to meaningful learning. For better learning retention as well as learning transfer, active knowledge should be embedded in contextualized scenarios of e-learning content. However, it takes many years to develop instructional design expertise in any of a wide variety of scenario-based e-learning content. The main purpose of this research is to shed light on how to design the crucial ‘treatment design’ of any scenario-based e-learning courseware with the scaffold of an Electornic Performance Support System (EPSS). First, a literature review was conducted to generate a framework of scenario-based treatment design. Second, for supporting the framework, an EPSS by rapid prototyping approach was developed. Then senior instructional designers with famous e-Learning content providers in Taiwan evaluated this EPSS. Feedbacks from those participants showed that the scenario-based treatment design EPSS is useful to design treatment of scenario-based e-Learning courseware and easy to understand this technique. Important conclusions drawn from the results of literature review, rapid prototyping, interview, and questionnaire survey are listed as following: 1.Scenario-based e-Learning courseware which is based on situated cognition theory could build up a motivated, engaging, memorable, and transferable learning context. It is best for problem-solving teaching. 2.The treatment design is the first job of e-Learning design phase and the main infrastructure of learning scenarios. The knowledge and perceptual design are decided by the treatment. It is also the key to make courseware become contextualized instruction. 3.There are five elements and three steps in the framework of scenario-based treatment design. The five elements include role, problem, task, resources and setting. The three steps are designed to (1) define learner’s role, (2) define problems and tasks as well as (3) define resources and settings. Instructional designers could use those steps to build up learning contexts and make courseware to gain the ownership and realism. 4.The scenario-based treatment design EPSS could scaffold instructional designers to generate better courseware treatments more quickly. 5.Future studies could focus on updating functions of this EPSS in supporting whole jobs of e-Learning design phase.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0891710084%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96911
Other Identifiers: GN0891710084
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