以俗民分類法整合布魯姆認知分類修訂版於教學設計-以計算機概論電腦網路課程為例

Integrating Folksonomy to Revision of Bloom’s Taxonomy in Instructional Design - A Case on Concept of Computer Network Course.

莊凱喬(Kai-Chiao Chuang)

指導教授 ： 許永洲

國立臺中科技大學/設計學群/多媒體設計系碩士班/碩士(2010年)

https://doi.org/10.6826/NUTC.2010.00036

摘要

俗民分類法（Folksonomy）跟隨著Web2.0社群網站概念所興起，為一種將內容以標籤方式註記，並以此為分類依據的方法。於2001年出版之布魯姆認知分類修訂版，修訂布魯姆建立的認知分類系統，提供教學內容的分析工具及描述標準，讓依此方式設計的課程能完整實行。 本研究提出在教學設計上，對教學目標、教學活動及教學評量三者一致性探討的新思維及實踐案例。主要在採用布魯姆認知分類修訂版表格進行課程規劃時，配合俗民分類法讓學生以標籤方式呈現內隱的知識，建構出在課程學習上的群體概念。用此標籤知識本體，與教師設計的課程知識本體比較差異，並與教學評量的內涵再進行整合比對。並探討學生對課程內容分析方式，是否合於布魯姆認知分類修訂版認知歷程向度之分析技能。而對教學目標、教學活動及教學評量三者做一致性探討的方式，是利用標籤知識本體及標籤集觀念，進行概念集合之間的相似性統計，以及與教學評量成績的相關分析來進行討論。綜合而言，本研究的初步結果反映出俗民分類法應用於教學設計的策略，可以為教學活動及評量的檢視輔助。

關鍵字

布魯姆認知分類 ； 俗民分類法 ； 教學設計 ； 標籤知識本體

並列摘要

With the rapid development of Web2.0 and social networking sites, using tagging to tag the content of the web resource become a way for social classification. This trend also causes the rise of Folksonomy. The revision of Bloom’s taxonomy in 2001 has revised the system of Bloom’s Taxonomy of learning domain. The taxonomy established as an analytical tools for instructional content and its description. Moreover, this revision of taxonomy facilitates the establishment of relevant courses accordingly.

This study proposed a case on the design of instruction that explore the new thinking of the revision of Bloom’s taxonomy which integrates the three stages, namely, teaching objectives, teaching activities and assessment of teaching. The case study investigates the consistency of the three stages with a practical implementation of Folksonomy. By incorporating Bloom’s Taxonomy and Folksonomy, students requested to apply knowledge in this course and construct the concept of the course with group activities. We analyze the TagOntology from these activities and the course Ontology design by instructors. The results of the analysis are drawn from comparison of the consistency of the three stages. We also explore the relation between student’s analysis of the course content and the analytical skills in the revision of Bloom’s Taxonomy. The evaluation is through exploring the similarity between concepts in the TagOntology established from the set of students’ tags and course ontology design by instructors. Finally, the assessment of teaching is also employed for the discussion of the relation of various results. In summary, our study reflects the positive outcome to the feasibility of applying Folksonomy to the instruction design with the strategy of using the revision of Bloom’s taxonomy.

並列關鍵字

Folksonomy ； Instructional Design ； TagOntology

參考文獻

Al-Khalifa, H. S., & Davis, H. C. (2006). FolksAnnotation: A Semantic Metadata Tool for Annotating Learning Resources Using Folksonomies and Domain Ontologies. Paper presented at the Second International IEEE Conference on Innovations in Information Technology. Retrieved 2008-4-21,

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Allyn & Bacon.

Binkowski, P. J. (2006). The effect of social proof on tag selection in social bookmarking applications. School of Information and Library Science.

Dahl, D., & Vossen, G. (2008). Evolution of learning folksonomies: social tagging in e-learning repositories. Int. J. Technol. Enhanc. Learn., 1(1/2), 35-46.

Digby, P. G. N., & Kempton, R. A. (1987). Multivariate Analysis of Ecological Communities: Chapman and Hall, London