多元策略取向的教師知識管理環境之建立與評估-子計畫二：數位化教學卷宗在教師知識管理的應用（I／Ⅱ）
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Date
2006-07-31
Authors
宋曜廷
劉渼
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Abstract
本計畫在今年（93/5-94/4）的工作為完成一個數位化的教學卷宗設計平台。我們依據Wolf等人（1998）的架構為藍本，將教學卷宗分為學習/展示型，和評鑑/聘用型卷宗。除了學習/展示型卷宗外，評鑑型和聘用型卷宗均有其特定的架構和模版(template)可供教師選用。兩類卷宗彼此之間也有特定的機制可供文件或檔案的轉換應用。截至目前(94/1/10)為止，我們已經完成兩種卷宗的研發，即將在新的學期(94/3-94/5)以師大心輔系的大四實習生和師大國文系的大五實習生進行試用和系統介面與部件功能評估。以下將就兩個系統的介面和特色作簡要說明。
Knowledge management has been widely applied to business or government institutes recently. However, schools, which exploit knowledge as frequently as the institutes above, have much fewer staff who are concerned with how to manage knowledge. The teaching portfolio is one of the tools approved to be effective for helping teachers to manage their knowledge and to develop their professional skills. In fact, constructing teaching portfolios is similar to knowledge management not only in their goals but also in their processes of implementation. For example, both teaching portfolios and knowledge emphasize the processes of selection, organization, communication, and refection； and both stress the goal of transforming data into information, and transforming information into knowledge and insight.Based on the facts that teaching portfolios are important to teachers knowledge management and that constructing teaching portfolios via digital devices is an essential but difficult job for teaches, this study aims to implement a digital teaching portfolio system with the functions of incorporating the instruction-oriented software developed by the researchers’ to help teachers manage their knowledge about instructional design, instructional materials, and instructional activities, and thereby increasing their instructional insight and innovation. Based on the products implemented last year, this new project aims to last for two years. In the first year, we plan to evaluate the reliability and validity of digital teaching portfolios for storing and representing teachers’ professional knowledge and skills. The goal of the second year is to integrate other strategies for knowledge management, like communication and sharing strategies developed in project 1 and knowledge capturing and accessing strategies developed in project 4, to complete a KM environment with multiple strategies. Further, The effects of this environment will be empirically evaluated using the knowledge management assessment tools developed by the project 1.
Knowledge management has been widely applied to business or government institutes recently. However, schools, which exploit knowledge as frequently as the institutes above, have much fewer staff who are concerned with how to manage knowledge. The teaching portfolio is one of the tools approved to be effective for helping teachers to manage their knowledge and to develop their professional skills. In fact, constructing teaching portfolios is similar to knowledge management not only in their goals but also in their processes of implementation. For example, both teaching portfolios and knowledge emphasize the processes of selection, organization, communication, and refection； and both stress the goal of transforming data into information, and transforming information into knowledge and insight.Based on the facts that teaching portfolios are important to teachers knowledge management and that constructing teaching portfolios via digital devices is an essential but difficult job for teaches, this study aims to implement a digital teaching portfolio system with the functions of incorporating the instruction-oriented software developed by the researchers’ to help teachers manage their knowledge about instructional design, instructional materials, and instructional activities, and thereby increasing their instructional insight and innovation. Based on the products implemented last year, this new project aims to last for two years. In the first year, we plan to evaluate the reliability and validity of digital teaching portfolios for storing and representing teachers’ professional knowledge and skills. The goal of the second year is to integrate other strategies for knowledge management, like communication and sharing strategies developed in project 1 and knowledge capturing and accessing strategies developed in project 4, to complete a KM environment with multiple strategies. Further, The effects of this environment will be empirically evaluated using the knowledge management assessment tools developed by the project 1.