情境化學習理論與電腦超媒體方法的整合與應用

Abstract

這個研究以「理念/原則-實例-檢視」策略,研究情境化學習理念(或譯為情境學習理念)在電腦輔助學習環境設計上的應用。研究的重點在於(1)純化情境化學習理念,(2)試提把情境化學習理念應用在電腦輔助學習環境設計的原則,(3)以理念與原則試作電腦輔助學習情境的例子,及(4)檢視理念/原則和電腦結合的問題。這個研究是我想系列研究電腦輔助學習環境設計理念的第一個研究,目前的研究方向在於找出學習理念與電腦科技二者的有效整合方式。至於學習理念、電腦科技、Domain Knowledge三者的整合方式研究,則是這個系列研究有成果後的下個系列研究。這個研究指出情境化學習理念的community of practice,access, participation,opportunity,learning curriculum,及learn to talk等概念,可作為設計電腦輔助學習環境的一般原則;指出電腦輔助學習環境設計模式的提出應在理念與實例二者都達某種成熟度時再試著提出(不是從理念推導模式);及指出了學習理念與電腦科技結合上的問題(在每一章的"討論"和第五章)。這個研究的策略(理念/原則-實例-檢視)值得試用。這個研究所提出的原則不夠具體,所用的電腦科技不易展現情境化學習的理念,將一般學習情境模擬為電腦化學習情境的方法不明,學習理念的特性與電腦科技之屬性結合的深入探討不足,及用來研究學習理念與電腦科技結合的Domain Knowledge不甚合適。這些是以後的研究該考慮的問題。研究學習理念與電腦科技的結合方式,應逐漸將多種現有學習理念整合在一起,提出較統整的學習理念以導引電腦科技在電腦輔助學習環境設計上的應用。此外,因為學習理念和電腦科技二者都是動態的"東西"(都會變),所以學習理念與電腦科技的結合方式研究必須不斷調整。

This research used "Rationale/Principle-Example-Review" (RPEW) approach to study the application of situated learning concepts to the design of computer-based learning environment/context. The focuses are (1) to purify the situated learning concepts, (2) to submit principles, based upon situated learning concepts, for guiding the design of computer-based learning environment/context, (3) to design and develop an example for presenting the rationales and principles of situated learning, and (4) to review the issues in the process of integrating learning rationales and computer technology. This research indicated that the concepts of community of practice, access, participation, opportunity, learning curriculum, and learn to talk were usable in the design of computer-based learning environment/context, that rationales and examples should be studied thoroughly before we begin to consider the design and development models, and that some critical issues should be dealt with before stepping into the next research projects. Some problems floated up during and after this research. For example, the principles were not specific enough, the computer technology (multimedia) was not highly suitable for situated learning (virtual reality would be more appropriate), the mapping between learning rationale (situated learning) and computer technology (multimedia) was ambiguous, and the domain knowledge was not very appropriate for the study. Further researches should consider (1) the integration of several existing learning rationales, (2) the dynamic relationship between learning rationales and computer technologies over a period of time, and (3) the gap between rationale/principle and example.