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線上學習面面
作者:lisky 日期:2008-09-22
線上學習面面觀
【謝育明 南大報導】
(2008.5.6)
本文轉載自 台南大學南大報導68期
http://www2.nutn.edu.tw/randd/epaper/e_paper_ser.asp?id=630
本週，教育系很榮幸地邀請到了國立台北教育大學教育傳播與科技研究所的李宗薇教授來為大家演講『線上學習面面觀』的主題首先為我們提到線上學習的意涵、應用範圍與線上學習之學習對象的特性。幫大家系統性地建構有關線上學習的基礎性知識，亦為奧蘇貝爾所提出的建立『前導組織』。緊接著，李教授再提及有關遠距教學織的變革與演進。在此，李教授提及遠距教學的難題，也就是缺乏需求評估的財源、缺乏設計的課程與他國課程未必適用等等窒礙。從中，李教授又延伸出科技在教育的角色定位，李教授說得好：『役於人』。
「科技始終來自於人性」的廣告詞大家琅琅上口，但許多人往往不自覺地會被科技牽著走。李教授更進一步提及，科技要發揮最大效益，必須仰賴教師或設計團隊，必須透過人的主導，科技只是一種工具與媒介。而科技除了能提升學習成效外，更能提供學生另一種學習的可能，開拓潛在的學生群，落實學習型社會。
目前線上學習以發展出所謂的混成式學習，也就是以網路為主，輔以面對面，及其他媒體等多元學習方式。線上學習優點有可接近性、彈性、互動性強與落實終身學習等，但線上學習也有其限制，例如缺乏人際互動、成本高、高輟學率等等。所以透過混成式學習與課程的安排，就能克服其相關限制，而發揮線上學習的最大效益。
接著，李教授提及線上課程設計取向，李教授綜合其豐富的教學經驗而歸納出三個重要面向，分別是獨行俠取向、專案管理取向與發展取向。所謂的獨行俠取向就是顧名思義的單打獨鬥。而專案管理取向則是透過專業團隊的分工進行。發展取向則是由學校高層和教育科技的專業人士來提供協助。李教授更進一步地分析三各面向各自的優缺點。最後，李教授再以UBC的線上課程作結。
從李教授的演講，我們確實可以看出李教授多年的深厚功力，但從李教授身段的柔軟與謙卑更是讓大家印象深刻，而從後續同學的提問中，我們更可以明顯觀察到李教授憂國憂民，積極淑世的熱切情懷，這就是真正名家的風範，除了豐稔的知識之外，其身教與積極服務的精神更是為社會種下了種子，深切地影響著社會。
[本日誌由 lisky 於 2012-02-18 09:37 AM 編輯]
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