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

陸、既有系統的評估

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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