数位学习的理论基础.pptVIP

數位學習的理論基礎 學習理論學派 教學科技可以提升學習？ 科技只是工具？ 教學策略非科技本身(Clark,1983) 內容與教學策略(Schramm,1977) 教學策略影響學習品質(Bonk Reynolds,1997) Kozma (2001),模擬提供真實生活模式，電腦確實影響學習。 電腦提供處理能力支援(Clark,2001) 妥善設計去發揮科技優勢(Cole, 2000; Rossett (2002); Ring Mathieux, 2002) 定義 [t]he use of the Internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience. (Ally, p. 7) 學習理論 Behaviorist School (行為學派) Cognitivist School (認知學派) Constructivist School (建構學派) Connectivist School (連結學派) Behaviorist School Stimulus-response Mind is black box What else do you know about behaviorist? 行為學派對數位學習的啟示 告知要達成的目標 應用測驗檢測是否達成目標 學習內容須循序安排以協助學習 提供回饋給學習者以矯正學習 What else ? Cognitivist School I-P-O model Process-memory,thinking, reflection, abstraction, motivation, and metacognition 感覺-短期記憶-長期記憶 information is stored in longterm memory in the form of nodes which connect to form relationships. Information map-cognitive structure What else about Congitivist? 認知學派對數位學習的啟示 吸引注意 中心 強調重點 引起動機 適合程度 連結以往的資訊 運用進階組織方法 提供概念模式 教前提問 前測 認知學派對數位學習的啟示(續) 適量的學習單元 5-9項目 資訊關聯圖模式 鼓勵進階學習技能-分析/歸納/評估/應用 因應不同認知型態與學習風格提供不同的學習策略 以多態模式呈現資訊以助益處理 提升學習動機(Keller-ARCS) 認知學派對數位學習的啟示(續) 在學習過程中鼓勵應用形上認知協助學習 鼓勵將學習內容應用在各種實際生活情境 Constructivist School 學習者是主動的 學習者為主體/教學者為輔助者 知識可由學習者自行建構 情境學習-應用在多重情境 Learning as “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action” Mezirow claims that learning involves five interacting contexts: the frame of reference or meaning perspective in which the learning is embedded; the conditions of communication; the line of action (process) in which the learning occurs; the self-image of the learner; and the situation encountered during the learning process. 建構學派對數位學習的啟示 學習為一主動的過程 學習者應自己建構知識/非接受知識 鼓勵協同與合作學習 學習進度應由學習者掌控 應給予學習者思考的時間 使學習具有意義 提供互動機制 C