Browsing by Author "Liu, Chen-Chung"

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    IDC theory: creation and the creation loop
    (2019-12-30) Chan, Tak-Wai; Looi, Chee-Kit; Chang, Ben; Chen, Wenli; Wong, Lung-Hsiang; Wong, Su L; Yu, Fu-Yun; Mason, Jon; Liu, Chen-Chung; Shih, Ju-Ling; Wu, Ying-Tien; Kong, Siu-Cheung; Wu, Longkai; Chien, Tzu-Chao; Liao, Calvin C Y; Cheng, Hercy; Chen, Zhi-Hong; Chou, Chih-Yueh
    Abstract The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by interest, can be engaged in the creation of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation habits. We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three anchored concepts, namely, interest, creation, and habit. Each anchored concept comprises three component concepts which form a concept loop. For example, the creation loop consists of three component concepts—imitating, combining, and staging. Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one’s background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students’ background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts—indeed, there are multiple theories that inform and intersect with it.
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    以連環漫畫導入小學社會科霸凌議題教材設計創作研究
    (2025) 謝翔如; Hsieh, Hsiang-ju
    現今的社會科教育僅限於教科書以及出版社廠商提供的電子書教材，又因教學時間擠壓，老師不外乎就是講解完課文然後播放相關影片，老師只能使用這些拼湊式的素材進行社會科教學。108課綱素養導向的社會科教學目標看似美好，但是以教學現況來說，老師只採用廠商教科書進行教學幾乎很難達成所謂的「素養」；此外，目前的社會科對於「霸凌」概念解釋非常模糊，給予的教學影片也十分不足，無法應付現今校園需求，本研究透過設計一段完整情境、並做成社會科的補充教材，而「漫畫」擁有描述完整情境的優勢，因此非常適合提供給教學現場的老師。本研究透過文獻分析法分析什麼是漫畫語言，再用案例分析法分析日本與美式漫畫的漫畫語言。本研究的漫畫創作參考了日本漫畫的敘事方式以及美式漫畫的分鏡設計，分別為日本漫畫中的表達「言外之意」以及美式漫畫使用「擬聲詞」設計分鏡，盡量融合這兩種漫畫的漫畫語言以傳達重要概念。研究者透過漫畫創作連結教育觀念，並找尋漫畫敘事與教育上的平衡，期望學生能透過漫畫知道遭遇校園霸凌時的具體處理方法、知道如何維護自己的權利，並尊重和同理他人，以及擁有獨立思考和解決問題的能力。對於老師來說，老師可以利用故事情境進行課堂討論，將爭議點投射到學生身上，引導學生思考「如果是自己，該怎麼辦？」，再以討論刺激內化學生的同理心。最後，研究者發現漫畫最適合融入社會科教學之中，透過完整的情境描述，學生獲得的體會比單獨閱讀教科書有用許多，也更接近108課綱中的素養導向。