鏘鏘式教學實踐與教學創新分享

鏘鏘式教學實踐與教學創新分享
鏘鏘式教學實踐與教學創新分享鏘鏘｜林豪鏘
大綱  教育部教學實踐計畫簡介  鏘鏘的教學創新和投稿SSCI經驗  德國教育展分享  教學實踐計畫審查分享 05/05/2019共 78 頁 2
今天的分享默默包含兩類  教師行動研究 解決教學現場問題  結合前瞻性研究主題 可以順便投Paper 05/05/2019共 78 頁 3
教育部教學實踐計畫簡介  通過率：55%  平均經費：45萬  主持人費：8000元/月  有按科系屬性分類, 實作類申請大約300件，通過約160件  建議要有研究方法，需為檢證學生學習成效之研究。  教學創新  可與科技部計畫同時申請 05/05/2019共 78 頁 4
教學實踐計畫架構 (1/2)  (一)計畫主持人部分  說明申請人於課程教學現場試圖解決之問題及問題之重要性。  說明申請人近5 年課程教學經驗與成果，包含：相關開設課程、學生學習表現、相關教材建構或發表、教學評鑑回饋等。  說明申請人近5 年教學相關成果與教學實踐研究計畫之關聯。  (二)計畫執行內容部分  1.研究動機與主題目的  教學實踐研究計畫動機。(如：研究的發想背景、問題意識、問題重要性、影響及應用層面等)  教學實踐研究計畫主題及研究目的。(如：既有課程突破、新設跨領域課程規劃等) 05/05/2019共 78 頁 5
教學實踐計畫架構 (2/2)  2.國內外文獻探討  3.研究方法  研究步驟說明  4.預期完成工作項目與成果  預期完成之教學成果(請說明教學成果具體呈現方式，如：開發新教材、新課程、創新教材教法等)  預期達成之學生學習成效 (請結合研究過程，提出可具體觀察與比較的學習成效指標)  預計教學成果公開發表分享之規劃 (請說明對外分享或發表方式)  教學成果對教學社群可能產生之影響與貢獻 (請說明教學成果於教學社群中與同儕分享之可能影響與貢獻) 05/05/2019共 78 頁 6
鏘鏘的教學創新 & 投稿SSCI經驗 05/05/2019共 78 頁 7
ATS: Affective Tutoring System (文字情緒) BIT, Behaviour & Information Technology (SSCI) (SSCI)(SSCI)課程區塊課程選單情感代理人玩偶情緒文字輸入框共 78 頁 05/05/2019 8 AI 情感式學習系統
第二代ATS系統介面 (表情情緒) ET& S, Journal of Educational Technology & Society (SSCI) 動畫代理人數位藝術課程內容 OMCSNetKai處理對話框語意情緒推論結果課程選擇紐 DEASM 結果狀態條共 78 頁 9
第五代ATS (文字+表情+生理訊號) CHB, Computers in Human Behavior (SSCI) 05/05/2019共 78 頁 10 網路攝影機 Affectiva Q sensor NeuroSky MindWave 音訊輸出裝置腦波膚電
App版 05/05/2019共 78 頁 11
未來世界：人類與機器人共存的社會  學生與軟體機器人合作學習 05/05/2019共 78 頁 12
AI 情感式對話機器人Chatbot 在合作討論群組裏的角色  控制組： 無Chatbot  實驗組-1： 有Chatbot默默提供學習鷹架  實驗組-2： 有Chatbot介入聊天與討論、進行情緒辨識 05/05/2019共 78 頁 13
用到的 AI 技術 深度學習 CNN LSTM 萊文斯坦距離法 05/05/2019共 78 頁 14
05/05/2019共 78 頁 15
運用ZUVIO在英語教學之研究無比感謝教務處和電算中心把學校課務系統和Zuvio即時回饋系統互連了 3 教學創新課程 + 3 SSCI Paper
Research 1: using IRS to bridge gap between pre-class and in-class learning  ETRD, Educational Technology Research and Development (SSCI-revised)  Flipped learning is recognised by educators as an effective instructional method that has transformed traditional in-class lectures into at-home learning instruction. However, where this pedagogical approach has been adopted, certain problems in in-class learning and classroom dynamics have arisen. In this study, a learning activity based on the Instant Response System (IRS) is proposed to help students in in-class contexts to reach the target level of understanding, and foster positive learning climates and classroom dynamics. A series of IRS question-and-answer learning activities was created for the study. The activities were delivered as formative assessments in each of the lessons to assist EFL (English as a foreign language) students with English language learning. An experiment was conducted to evaluate the effectiveness of this approach in the context of an English language course at a university. A total of 102 university students participated in the experiment; 52 were assigned to the experimental group and learned with the IRS approach while 50 were in the control group and learned with the PPT learning method. The empirical results demonstrate that IRS can effectively promote students’ academic learning achievements and foster positive perceptions of learning. The results also show that current and forthcoming IRS technology offers a feasible way to build bridges between pre-class learning and in-class interactive learning activities 05/05/2019共 78 頁 17 Zuvio +翻轉教學
05/05/2019共 78 頁 18 一組Zuvio, 一組PPT
(a) Zuvio-based multiple choice question (grammar) (b) Zuvio-based multiple choice question (grammar, multiple answers) 05/05/2019共 78 頁 19 文法選擇與多重填充以Zuvio進行
(d) Zuvio-based multiple choice question(listening) (c) Zuvio-based listening question (e) Zuvio-based reading question (f) Zuvio-based multiple choice question (reading) 聽力測驗｜閱讀測驗以Zuvio進行 Zuvio組表現比較好
Research 2: using IRS to promote interaction during the class in the flipped learning context  TAPE, The Asia-Pacific Edu (SSCI)  Flipped learning practices face increasing pressure on the effectiveness of the implementation, as it has significantly transformed pedagogical practices. Although this pedagogical approach has become increasingly popular over the last 10 years, certain challenges to implementation have inevitably arisen. In this study, a learning activity based on the Interactive Response System (IRS) using a pair-and-share (PS-IRS) strategy is proposed for helping students achieve optimal use of target language, thus bridging the pre-class and in-class contexts in flipped learning. A sequence of PS-IRS activities were created for the study, and the activities were delivered in a collaborative manner in each of the lessons in order to assist students in English language learning. An experiment was conducted to assess the effectiveness of this approach in the context of an English as a foreign language (EFL) course at a university. A total of 85 university students participated in the experiment, 45 assigned to the experimental group and learned with the PS-IRS approach, and 40 in the control group and learned with a teacher-led (TL-IRS) learning method. Results indicate that the PS-IRS approach provides effective interactive learning opportunities that promote students’ willingness to communicate (WTC) and reduce their learning anxiety. This study builds on existing discussion of integrated-IRS teaching strategies in the literature and extends it into the context of the flipped language classrooms. 05/05/2019共 78 頁 21 Zuvio + 合作分享
05/05/2019共 78 頁 22 一組教師導引，一組學生合作式透過ZUVIO分享
2)In-class learning: pairs presenting their designed texts on ZUVIO 3)In-class learning: group discussion and groups presenting their co-created conservation texts on ZUVIO05/05/2019共 78 頁 23
(a)Out-of-class learning: learners offering their feedbacks on ZUVIO (b) In-class learning : 1) discussion in random chosen pairs 05/05/2019 24共 78 頁結果：ZUVIO組的交流意願提升，學習焦慮隆低
Research 3: using IRS to conduct in-class peer assessment in a flipped learning context  IETI, Innovations in Education and Teaching International (SSCI)  Peer assessment (PA) has transformed traditional teacher-only assessment into student-centred assessment. While this pedagogical approach has been adopted online in recent years, incorporating PA into classrooms has proven to be challenging. In this study, mobile-supported PA (M-PA) activities using Instant Response System (IRS) mechanisms to enhance oral proficiency are proposed for English as a Foreign Language (EFL) students. A quasi-experiment was conducted to evaluate the effectiveness of this approach in the context of an English language course at a university. A total of 60 university students participated, 30 of whom were in the experimental group using the M-PA method and 30 of whom were in the control group using the conventional teacher-only assessment method. The results show that the M-PA method can effectively promote students’ oral proficiency, facilitate personal reflection, and foster positive perceptions of learning. 05/05/2019共 78 頁 25 Zuvio + 合作學習 + 同儕互評 +口語能力
05/05/2019共 78 頁 26 一組透過Zuvio 同儕互評，一組由教師評分
05/05/2019共 78 頁 27 Zuvio 同儕互評介面
05/05/2019共 78 頁 28 結果：Zuvio同儕互評組：口語表達能力、反思能力、自我效能都提升了
05/05/2019共 78 頁 29 鏘鏘式混成型遠距教學同步非同步與討論區經營實務非同步影片非同步討論同步交流 EverCam + Moodle Moodle JoinNet
同步｜JoinNet 同步教學時，師生雙方均能積極參與課程主題相關的討論互動 05/05/2019共 78 頁 30
非同步｜預錄教材 (EverCam) 05/05/2019共 78 頁 31錄了 29 單元!!
EverCam 無比神奇 05/05/2019共 78 頁 32
05/05/2019共 78 頁 33
非同步｜議題討論區 05/05/2019共 78 頁 34
議題討論區  二週內 05/05/2019共 78 頁 35
類翻轉合作學習經營實務 JIT, Journal of Internet Technology (SCI) 教學經驗分享
鏘鏘式類翻轉學習 學生不喜歡回家用自己的課餘時間預習 運用上課時間透過1know觀看影片 學生在LINE聊天比在課堂上討論還熱烈 讓學生在文字討論區討論 05/05/2019共 78 頁 37
課程活動流程活動名稱活動內容時間小組討論 (1)首先請組長在1know小組群組討論區貼出一篇文章，說明開始討論哪週的何項主題。(2)ABCD四位同學依序貼出自己的作業。(3)在全組組員觀看A同學作業後，請A簡單說明自己的作業並對A的作業內容進行深度討論。(4)之後依序分別對BCD各人的作業同上進行討論。 35分鐘完成小組作業依據小組討論共識共同完成小組作業 30分鐘填寫合作學習量表合作學習評分：  對自己當次的討論過程進行評分(自我評量表)  對小組在當次討論中的表現評分(小組評量表) 15分鐘次周影片觀看與作業完成觀看指定教材影片、並完成指定作業 60分鐘 05/05/2019共 78 頁 38
作業要求 內容可含critic、心得、反思、啟發、創新運用發想、過去經驗連結分享等 個人影片觀看作業至少500字 小組影片觀看作業至少700字 不可寫影片摘要或重述影片內容 05/05/2019共 78 頁 39
1know課程教室首頁 05/05/2019共 78 頁 40
教材列表 05/05/2019共 78 頁 41
討論群組 05/05/2019共 78 頁 42
W2:【討論主題】 05/05/2019共 78 頁 43
學生個人觀看影片心得 05/05/2019共 78 頁 44
同儕討論 05/05/2019共 78 頁 45
05/05/2019共 78 頁 46
分組綜合心得 05/05/2019共 78 頁 47
課後自評量表 05/05/2019共 78 頁 48
05/05/2019共 78 頁 49
05/05/2019共 78 頁 50
05/05/2019共 78 頁 51
STEAM 6E 學習鷹架+合作學習進行數位藝術作品創作 05/05/2019共 78 頁 52
05/05/2019共 78 頁 53 衡量：問題解決能力、批判性思考能力、創造力
德國教育裝備展數位館 05/05/2019共 78 頁 54
自動化工業教學模組在現場Christiani展示了許多相當吸引人的模擬系統。諸如：讓學生程式設計迷你洗車機、可程式化微型電梯模擬模組、可程式化微型自動物流機台模擬系統、可程式化工業自動化訓練模組等，皆可讓學生在完整的硬體組件裏，學習程式撰寫的功能，並且也提供教師教學方案。 05/05/2019共 78 頁 55
自動化工業教學模組 Christiani已有85年歷史，該品牌代表著技術和工業培訓的專業知識和品質。從早期的遠距學習機構開始，Christiani已發展成為整個技術教育途徑的領先教學輔具提供者之一。從普通教育學校開始，一直到技職體系與綜合大學皆有合作。在DIDACTA展場裡，該公司提供了完整的教學套件：從自動化硬體組件、程式開發環境、教科書教材、甚至教案，都已詳細規劃。不過經我詢問，他們提供的課程比較是成熟的工業知識，對於目前前瞻的IOT或工業4.0 等等，他們尚未開發對應的教材方案。 Christiani www.christiani.de 05/05/2019共 78 頁 56
影片分享本次參訪後鏘鏘製作微影片上傳，觀看次數：28.4萬次【影片】德國DIDACTA教育科技展。讓學生程式設計迷你洗車機。 https://www.youtube.com/watch ?v=xABW7zEspzY 本次參訪後鏘鏘製作微影片上傳，觀看次數：42.3萬次【影片】德國科隆教育科技展。可程式化微型電梯模擬模組。 https://www.youtube.com/watch ?v=eAsKYImEaew 本次參訪後鏘鏘製作微影片上傳，觀看次數：74.7萬次【影片】可程式化微型自動物流機台模擬系統。德國 didacta 教育展數位館。 https://www.youtube.com/watch ?v=b36bv1qf0JY05/05/2019共 78 頁 57

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