Developing Initial Collaborative e-Learning Environments

開發數位式合作學習環境之雛型探究

盧姝如(Su-Ju Lu)

《教育實踐與研究》 20卷1期 (2007/03) Pp. 37-63

https://doi.org/10.6776/JEPR.200703.0037

摘要

本文旨在開發一套結合學習理論為基礎的合作式數位學習環境之設計方法，將理論上的學習需求與現階段的數位學習技術做一完整的連結，使數位學習環境發展時，能同時將理論上的合作學習概念與數位技術做一整體的考量。此設計方法調合作式數位學習環境的核心功能需求，應該經由學習理論中推演而得。在功能設計規劃部分，選擇以合作學習理論上的需求，做為該數位學習環境之構成元件，藉由此構成元件，進一步組合與建置該數位學習環境的雛型。本文的貢獻在於透過具體化的程序，將合作學習理論抽象概念上的設計需求，轉換為實質的設計方案。此程序首先著重在設計需求選項之確認，對可能的選項做一評選，經過評估並確認滿足理論上的學習需求，以避免忽略具有價值的設計需求。最後藉由建構一合作式數位學習環境為範例，說明本設計方法的實際應用程序，與呈現該環境的雛型，透過持續性的改善，可延續性的精進此合作式之數位學習環境。

關鍵字

數位學習 ； 學習理論 ； 設計方法 ； 合作學習 ； 構成元件

並列摘要

This paper is to propose a learning theory based approach for the design of initial collaborative e-learning environment. This approach attempts to provide a reasonable connection of theoretical perspectives on learning with e-tools, so as to consider technology as well as learning contexts as a whole in the development of e-learning environment. This approach emphasizes the identification of design requirements driven from key attributes that are distilled from learning theories. A functional description of collaborative e-learning environments is modeled and represented in terms of a combination of selected building blocks, in which the space of potential concepts is determined. One contribution of this paper is the development of an embodiment process to derive potential physical descriptions representing E-learning environments. To explore the solution space, a range of potential concept is generated to prevent overlooking valuable concepts. These concepts are then evaluated to select an appropriate one that meets all or most of the design requirements. An example is used to demonstrate the use of the proposed approach in developing a prototype in collaborative learning. The evolution of this environment is a need for continuous improvement based on the approach.

並列關鍵字

e-learning ； learning theories ； design approach ； collaborative learning environments ； building blocks

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