文獻處理實驗室 專案計畫

行政院科技顧問組 委辦研究計劃 1998年2月

第十章 中文及多國語文平台環境之評估

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陸、既有系統的評估

網路教學可在任何時間、任何地點進行,而且師生們可以非同步的互動討論,所以本研究不考慮播送端有老師同步在場的系統,例如,視訊會議方式的遠距教學就不是我們討論的範圍。雖然多媒體光碟版單機運作的教學系統國內外都有,但符合上述條件的中文網路教學系統卻幾乎完全不存在。國內的「資訊通信基本建設」三年前才開始,網路的頻寬和相關設施仍待改善加強,而多國語文的問題重重,使此類系統的開發倍增困難。

目前國外有一個名為I-CARE (Internet Cyberspace Assisted Responsive Education)的網路教學系統,雖是英文導向,卻符合「不受時空限制,師生們可非同步的互動」的條件,值得一提。

從系統的角度來看,I-CARE系統有管理、授課及學習三個模組。管理模組協助系統管理員監控I-CARE在網路上的運作,支援課程管理、學籍管理、系統組態(configuration)管理和系統日誌管理。授課模組協助教師的教學工作,提供教材編纂、討論園地、佈告欄、師生聯繫、線上交談、活動排程和教材檢索的功能。學習模組除了將授課模組中的教材編纂改為教材取得外,其餘功能與授課模組相同,因為師生需要經由網路進行非同步的雙向溝通。

從執行的角度來看,I-CARE的教學方式如下:

  • 每門課程都分成由淺而深的學習單元。經由超文件(hypertext)的教材和互動式的演練,老師們和同學們達到「教」與「學」的目的。學生可以按自己的步調學習,也可以跟班上的同學同進退。學生固然可以循序快速地學完各個單元,也可以留下來幫助其他的同學,一方面也加深自己對所學的瞭解。當然,班級是虛擬的,事實上,教師群可以指導全球的學生群。
  • 每個學習單元都有許多跳脫點,以便學生離開本題,出去走走看看再回來。
  • 教師們和同學們按興趣和經驗分成小組一同學習。
  • 電子郵件是師生溝通的主要方式。電子佈告欄是公告群體活動的地方。電子行事曆則是師生安排活動或約談的工具。線上交談可用以作為一對一或群體討論之用,這是除了預約與教師以電話交談之外,唯一能與教師互動的場合。

I-CARE實現了在Internet上進行「非同步」的遠距教學、終身學習、超學習(hyper-learning)和彈性的群體學習。資策會已把I-CARE系統中文化,應是「中文網路教學系統」的重要參考指標。從I-CARE我們得到一個啟示,它使用的技術雖然都是在網路上已廣被應用的技術,但I-CARE在程序(process)和架構(architecture)上卻有很好的設計,而且根據此程序和架構把現有的技術做了妥善的整合。另外要注意的是,教材的編寫、教材間的聯結(linking)、學習過程中教材與學生的互動、以及人機介面的友善與否,將決定一個網路教學系統的績效。

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