卓越數位學習科學研究中心(I)
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Date
2009-07-31
Authors
張俊彥
陳伶志
李忠謀
李蔡彥
曾元顯
襲充文
Journal Title
Journal ISSN
Volume Title
Publisher
行政院國家科學委員會
Abstract
本卓越數位學習科學研究中心將與國際頂尖研究機構合作*，發展整合新興科技 之創新科學學習環境(運用影像處理，語音處理，視訊處理，語音辨識，行動科技，機 器翻譯，自然語言處理，資料探勘，機器學習等等技術)。其主要目的在於建立同時兼 具個人學習以及團體互動等特色的學習教材與評量工具為基礎的智慧型教室。為了達 成上述目標，本計畫將致力於整合科學教育、認知科學、資訊科學、資訊工程等多元 領域專家，並提出四個子計畫，建構下列三個密切關聯的研究取向：(1) Classroom 2.0 旨在勾勒未來教室環境之藍圖；(2) Mobile 2.0 旨在增進師生之間與同學之間的互動； (3) Testing 2.0(包含兩個子計畫)將發展創新性評量技術並協助整體計劃評鑑之實施。 本計畫發展的創新學習環境中，教師的教學方式、學生的學習策略、師生之間的互動 以及科學學習成效之認知與情意的改變，將為本計畫評估與探索的重點。這些改變包 括了學生的地球科學/資訊科學專業領域知識、高層次思考能力、動機與態度等。總計 畫的任務著重於協調各子計畫之運作、統整各子計畫間之實驗設計，以及整體計畫評 鑑之實施。除此之外，總計畫亦將負責卓越數位學習科學研究中心之組織運作、定期 實施研究團隊討論會議、建置實驗教室環境、參訪國際頂尖之研究中心及學者、舉辦 國際會議或工作坊等等。
The Center for excellence in e-Learning Sciences (CeeLS): i4 future learning environment, in collaboration with leading foreign institutes* especially in the areas of computer science or science education, proposes to develop an innovative science learning environment which integrates modern technologies (image processing, speech processing, automatic video processing, speech recognition, mobile technologies, machine translation, natural language processing, data mining, machine learning, etc) with the aims to create an intelligent classroom embedded with individualized and interactive learning materials and assessment tools. To realize the aforementioned goals, the CeeLS endeavors to bring together a group of experts in the area of science education, cognitive science, computer science, and computer engineering and proposes three closely interrelated research directions conducted by four sub-projects: (1) Classroom 2.0 to establish this envisioned future classroom; (2) Mobile 2.0 to enhance the interactions among teacher, students, and student peers, and (3) Testing 2.0 (including two sub-projects) to pioneer new technologies on assessment and assist the CeeLS to carry out program evaluations for the whole project. Four major changes will be investigated and evaluated under the innovative learning environment: teachers' teaching approaches (TTA), students' learning strategies (SLS), student-teacher interactions (STI), and student science learning outcomes (SLO) in both cognitive and affective domains including students’ domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters (Earth sciences and Computer science). This main project will focus on the coordination of the other four sub-projects, the alignment of experimental design among four sub-projects, and the program evaluation for the whole project. Besides, the major operations of the CeeLS including infrastructure and organization of the center, regular research group meetings and seminars, setup of the classroom labs, visits of distinguished scholars, hosting workshops and conferences,...etc., will also be the main responsibilities of the main project. *Received letter of support/collaboration from Carnegie Mellon University, Georgia Institute of Technology, University of Oxford, The University of Texas at Austin, Purdue University, University of California, Los Angeles, Universidad Metropolitana (UMET)
The Center for excellence in e-Learning Sciences (CeeLS): i4 future learning environment, in collaboration with leading foreign institutes* especially in the areas of computer science or science education, proposes to develop an innovative science learning environment which integrates modern technologies (image processing, speech processing, automatic video processing, speech recognition, mobile technologies, machine translation, natural language processing, data mining, machine learning, etc) with the aims to create an intelligent classroom embedded with individualized and interactive learning materials and assessment tools. To realize the aforementioned goals, the CeeLS endeavors to bring together a group of experts in the area of science education, cognitive science, computer science, and computer engineering and proposes three closely interrelated research directions conducted by four sub-projects: (1) Classroom 2.0 to establish this envisioned future classroom; (2) Mobile 2.0 to enhance the interactions among teacher, students, and student peers, and (3) Testing 2.0 (including two sub-projects) to pioneer new technologies on assessment and assist the CeeLS to carry out program evaluations for the whole project. Four major changes will be investigated and evaluated under the innovative learning environment: teachers' teaching approaches (TTA), students' learning strategies (SLS), student-teacher interactions (STI), and student science learning outcomes (SLO) in both cognitive and affective domains including students’ domain knowledge, higher-order thinking ability and attitudes and motivation in the subject matters (Earth sciences and Computer science). This main project will focus on the coordination of the other four sub-projects, the alignment of experimental design among four sub-projects, and the program evaluation for the whole project. Besides, the major operations of the CeeLS including infrastructure and organization of the center, regular research group meetings and seminars, setup of the classroom labs, visits of distinguished scholars, hosting workshops and conferences,...etc., will also be the main responsibilities of the main project. *Received letter of support/collaboration from Carnegie Mellon University, Georgia Institute of Technology, University of Oxford, The University of Texas at Austin, Purdue University, University of California, Los Angeles, Universidad Metropolitana (UMET)