| 摘要: | 真實情境應用學習可以反映學生在現實生活中所進行的活動與運用知識的方式。因此，真實情境的學習過程對學生的學習是非常有意義的。在這項研究計畫，我們重點是在真實情境進行學習與應用，透過先進科技的輔助以促進學生發展高層次認知能力(像創造力)，同時幫助促進可持續性和可擴展性的學習。可擴展性(Scalability)定義為學習課程或設計能夠被更多人使用或適用各種學習環境，可持續性(Sustainability)來指學習課程或設計可以繼續被使用的特性，而創造力(creativity)是學生運用知識、想像力和判斷力以創新、高質量與適當的方式解決問題。因此如何考慮上述三種需求特性在學習設計，對於成功的教育是很重要的，先進科技改變學習課程與環境，有機會將傳統教室學習結合真實情境的學習實踐與應用，是未來教育設計的重要趨勢之一。這是因為在先進的科技幫助下，真實環境中學習可能實現達成以上三種需求，並互補課堂/學校中的傳統學習。 此三年研究計劃嘗試將在真實環境中實施創造力學習，並研究其是否達到可持續性和可擴展性的。第一年，學生將通過探索和測量學校周圍的真實物體，使用無處不在的工具來應用幾何和物理知識，並在課餘時間繼續在日常生活中運用知識，增加自身應用經驗。所以他們有很多自己的經驗來比較和分析優缺點，希望他們能夠達到高層次的認知，例如:評估與創造力。第二年，學生將利用電子地圖與設計同伴評估和競賽活動，在更多地方發現和探索與學習主題相關的真實應用，從而增加學習記錄的數量和質量。此外，我們不但要研究他們繼續使用這個系統的意圖，而且要研究他們是否願意推廣這系統到其他人。希望越來越多的人來使用該系統。第三年，學生將定期在戶外和日常生活情境進行探索學習與運動，希望學生們能夠變得更健康，感到滿足和快樂，從而增加他們繼續隨時隨地使用無所不在工具的動機，持續保持他們的學習。 我們預計實驗組學生能夠在真實的情境中使用無所不在的工具來獲得創造力等高層次的認知。另外，通過由情境地圖支持和競爭性/協作性學習活動，實驗組學生在學習成績的質量和數量方面將表現得更好，並且具有更多的學習記錄和多樣的學習場景（可擴展性）。此外，希望透過定期戶外真實情境的探索與運動，讓學生感到滿足，快樂和健康，從而維持他們的學習動機和興趣。 ;Authentic contexts reflect the way that the knowledge will be used by students in their real life and learning activities in authentic contexts reflect the kind of activities that people do in the real world. Therefore, authentic contexts are very meaningful and relevant to students during their learning process. In this study, we will focus on learning in authentic contexts using advanced technology to facilitate students to develop high-level cognition like creativity with scalability and sustainability. Clarke, Dede, Ketelhut, and Nelson defined scalability as an ability to learning programs and design to be adapted in a wide variety of contexts and they used the term sustainability to refer to an ability to learn programs to remain in use. Creativity is, for Bryant, the use of knowledge, imagination, and judgment by students to solve problems in an innovative, high quality, and appropriate manner. Therefore, how to consider the above three abilities in learning design becomes very critical to get a success in education. This is because learning in authentic context with help of advanced technologies can realize the above three abilities and complement traditional learning in class/at school. This proposed study will implement creative learning in authentic contexts with sustainability and scalability. The first year, students will apply geometry and physics knowledge using ubiquitous tools through exploring and measuring authentic objects surrounding the school and continue to apply their knowledge in daily life after school time. So they have many own experiences to compare and analyze the advantage/disadvantage and hopefully they will reach high level cognition like creativity. The second year, students will use peer assessment and competition supported by maps to find and explore more authentic objects related to learning topics in more places, thereby increasing the quantity and quality of learning records. Furthermore, we will not only study their intention to continue using the system but also their desire to promote the system to their connections. Hopefully, more and more users like to use the system. The third year, students will explore authentic contexts by regular exercise in/out school and daily life. Hopefully students will become healthier, feel satisfied, and happy, thereby increasing their motivation to continue using ubiquitous tools anytime anywhere and sustain their learning. We expect that experimental students will use ubiquitous tools in authentic contexts to achieve high-level cognition like creativity. In addition, through a competitive/ collaborative learning activities supported and stimulated by maps, experimental students will perform significantly better in term of the quality and quantity of learning achievement and have more learning records and learning contexts (scalability). Furthermore, hopefully through exploring authentic contexts by regular exercise students feel satisfied, happy, and healthy which lead to sustain their learning motivation and interests. |
