支援合作學習之社會化科技教室設計

The Design of Socio-Technical Classrooms for Supporting Collaborative Learning

鍾陳威(Chen-Wei Chung)

指導教授 ： 陳國棟 ； 劉晨鐘

國立中央大學/資訊電機學院/資訊工程學系/博士(2011年)

摘要

長久以來，教室一直被視為正式教育重要的場所，許多教學方法與教學設計的模型應用於教室裡的教學，以提升學生學習的效率（learning performance）。然而，目前的資訊網路正逐漸影響學生對科技的使用與學習方式，教室的環境受到一對一科技的衝擊、網路知識社會的衝擊、複雜社會問題的衝擊等問題，因此培養學生主動學習，探索問題的整體脈絡來因應未來社會的複雜的問題已成為教育上重要的課題。教室內的學習除了著重提升個人主流知識學習上的效能外，仍須著重教室學習經驗(learning experience)的提升、網路知識於教室的應用、與合作學習的養成。本論文將著手設計與建置一實體社會化科技教室(socio-technical classroom)，針對科技加入至教室環境內:
1.設計一個具有高度社會互動教室空間,
2.開發結合知識整合與創新的教室群組軟體,
3.設計一個能夠促進社會化活動的教學模型,
以促進學生善用網路上豐富的資源來延伸解決問題的整體脈絡，進而創造新觀點。本論文將群組軟體作為群體經驗的交換空間在教室內希望能夠增進學生之間的互動親密感與不同的意見的溝通，促進學生在知識上的貢獻與轉換、延伸既有的知識至網路知識上並能協助學生合作學習的過程。此社會化科技教室實驗的進行將以研究生為對象，以合作學習中重要的教學法Think-Pair-Share與非結構開放問題合作學習為主要研究活動，實驗結果將顯示社會化科技教室對生之間的活動參與、非言語互動、活動論證過程分析結果以作為設計未來教室的參考。

關鍵字

合作學習、社會科技環境、行動學習、教室人機互動、共同螢幕、群組軟體

並列摘要

Classrooms have been considered importance places where learning takes places in formal education. Many pedagogies and teaching methodologies were applied in classroom for students to improve student learning performance. However, Internet and mobile devices has been gradually changing the way how people learn. Classroom learning and teaching are influencing by one-to-one technology, Internet knowledge, and the complicated problems of our society. Therefore, it is important to cultivate students to become active learners who can actively explore and solve complicated problem of our society by obtaining a global integrated information set. Besides performance enhancement in learning, classroom learning is also expected to enhance experience of learning, utilize Internet knowledge and foster collaboration skills. This dissertation therefore will develop a model of socio-technical classroom which includes a socio-technical environment, a groupware and pedagogical models to achieve these goals. The socio-technical classroom is expected to facilitate students to obtain a global view of knowledge and innovative ideas by connecting learning resources form Internet and different individuals. This dissertation thus applied shared display groupware as an important socio-technical entity in the classroom to establish the connection between students. It is hoped that the groupware could facilitate the intimacy, encourage contribution and exchange of knowledge among students. The experimental classroom was designed and setup in National Central University, Therefore, the subjects of the experiment of this dissertation included students in graduate programs. Several collaborative pedagogies were explored in this classroom, including collaborative problem solving and collaborative exploration activities. This dissertation investigated the participation, social interaction and argument process of students after long term usage of this classroom. The findings of this dissertation could provide suggestions to the design of the future classrooms.

並列關鍵字

mobile learning ； socio-technical environment ； shared display ； groupware ； CSCL ； classroom human-computer interaction

參考文獻

Argyle M. & Dean J. (1965). Eye-contact, distance and affiliation. Sociometry, 28, 289-304.

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.

Brown, A. L., and Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21, 108–126.

Brown, A. L. & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice, Cambridge, MA: MIT Press, 229-270.

Barab, S., MaKinster, J. G., Moore, J., Cunningham, D. & the ILF Design Team. (2001). Designing and building an online community: The struggle to support sociability in the inquiry learning forum. Educational Technology Research and Development, 49(4), 71-96.