數(shù)位學(xué)習(xí)的理論基礎(chǔ)課件

數(shù)位學(xué)習(xí)的理論基礎(chǔ)學(xué)習(xí)理論學(xué)派教學(xué)科技可以提升學(xué)習(xí)？科技只是工具？教學(xué)策略非科技本身(Clark,1983)內(nèi)容與教學(xué)策略(Schramm,1977)教學(xué)策略影響學(xué)習(xí)品質(zhì)(Bonk&Reynolds,1997)Kozma(2001),模擬提供真實(shí)生活模式，電腦確實(shí)影響學(xué)習(xí)。電腦提供處理能力支援(Clark,2001)妥善設(shè)計(jì)去發(fā)揮科技優(yōu)勢(shì)(Cole,2000;

Rossett(2002);Ring&Mathieux,2002)定義

[t]heuseoftheInternettoaccesslearningmaterials;tointeractwiththecontent,instructor,andotherlearners;andtoobtainsupportduringthelearningprocess,inordertoacquireknowledge,toconstructpersonalmeaning,andtogrowfromthelearningexperience.(Ally,p.7)Khan(1997)學(xué)習(xí)理論BehavioristSchool(行為學(xué)派)CognitivistSchool(認(rèn)知學(xué)派)ConstructivistSchool(建構(gòu)學(xué)派)ConnectivistSchool(連結(jié)學(xué)派)BehavioristSchoolStimulus-responseMindisblackboxWhatelsedoyouknowaboutbehaviorist?行為學(xué)派對(duì)數(shù)位學(xué)習(xí)的啟示告知要達(dá)成的目標(biāo)應(yīng)用測(cè)驗(yàn)檢測(cè)是否達(dá)成目標(biāo)學(xué)習(xí)內(nèi)容須循序安排以協(xié)助學(xué)習(xí)提供回饋給學(xué)習(xí)者以矯正學(xué)習(xí)Whatelse?CognitivistSchoolI-P-OmodelProcess-memory,thinking,reflection,abstraction,motivation,andmetacognition感覺(jué)-短期記憶-長(zhǎng)期記憶informationisstoredinlongtermmemoryintheformofnodeswhichconnecttoformrelationships.Informationmap-cognitivestructureWhatelseaboutCongitivist?認(rèn)知學(xué)派對(duì)數(shù)位學(xué)習(xí)的啟示吸引注意中心強(qiáng)調(diào)重點(diǎn)引起動(dòng)機(jī)適合程度連結(jié)以往的資訊運(yùn)用進(jìn)階組織方法提供概念模式教前提問(wèn)前測(cè)認(rèn)知學(xué)派對(duì)數(shù)位學(xué)習(xí)的啟示(續(xù))適量的學(xué)習(xí)單元5-9項(xiàng)目資訊關(guān)聯(lián)圖模式鼓勵(lì)進(jìn)階學(xué)習(xí)技能-分析/歸納/評(píng)估/應(yīng)用因應(yīng)不同認(rèn)知型態(tài)與學(xué)習(xí)風(fēng)格提供不同的學(xué)習(xí)策略以多態(tài)模式呈現(xiàn)資訊以助益處理提升學(xué)習(xí)動(dòng)機(jī)(Keller-ARCS)認(rèn)知學(xué)派對(duì)數(shù)位學(xué)習(xí)的啟示(續(xù))在學(xué)習(xí)過(guò)程中鼓勵(lì)應(yīng)用形上認(rèn)知協(xié)助學(xué)習(xí)鼓勵(lì)將學(xué)習(xí)內(nèi)容應(yīng)用在各種實(shí)際生活情境ConstructivistSchool學(xué)習(xí)者是主動(dòng)的學(xué)習(xí)者為主體/教學(xué)者為輔助者知識(shí)可由學(xué)習(xí)者自行建構(gòu)情境學(xué)習(xí)-應(yīng)用在多重情境Learningas“theprocessofusingapriorinterpretationtoconstrueaneworrevisedinterpretationofthemeaningofone’sexperienceinordertoguidefutureaction”Mezirowclaimsthatlearninginvolvesfiveinteractingcontexts:theframeofreferenceormeaningperspectiveinwhichthelearningisembedded;theconditionsofcommunication;thelineofaction(process)inwhichthelearningoccurs;theself-imageofthelearner;andthesituationencounteredduringthelearningprocess.建構(gòu)學(xué)派對(duì)數(shù)位學(xué)習(xí)的啟示學(xué)習(xí)為一主動(dòng)的過(guò)程學(xué)習(xí)者應(yīng)自己建構(gòu)知識(shí)/非接受知識(shí)鼓勵(lì)協(xié)同與合作學(xué)習(xí)學(xué)習(xí)進(jìn)度應(yīng)由學(xué)習(xí)者掌控應(yīng)給予學(xué)習(xí)者思考的時(shí)間使學(xué)習(xí)具有意義提供互動(dòng)機(jī)制ConnectivistSchool具備在不同的領(lǐng)域、想法、概念間的找到連結(jié)的能力(Abilitytoseeconnectionsbetweenfields,ideas,andconceptsisacoreskill.)擁有最新的知識(shí)是連結(jié)主義者最主要的學(xué)習(xí)活動(dòng)(Currency(accurate,up-to-dateknowledge)istheintentofallconnectivistlearningactivities.)Decision-makingisitselfalearningprocess.Choosingwhattolearnandthemeaningofincominginformationisseenthroughthelensofashiftingreality.“Know-where”moreimportantthen“know-what”and“know-how”能辨識(shí)知識(shí)的「模式」才是關(guān)鍵(Patternrecognition)連結(jié)學(xué)派對(duì)數(shù)位