| dc.creator (作者) | 郭明修 | zh_TW |
| dc.creator (作者) | 林奇賢 | zh_TW |
| dc.date (日期) | 2006 | |
| dc.date.accessioned | 12-十月-2017 10:16:58 (UTC+8) | - |
| dc.date.available | 12-十月-2017 10:16:58 (UTC+8) | - |
| dc.date.issued (上傳時間) | 12-十月-2017 10:16:58 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/113561 | - |
| dc.description.abstract (摘要) | 建構主義繼行為主義、認知主義後，在近年中小學的學習理論中成為主流；而在電腦科技與網路普及之際，業界紛紛提出基於網路互聯基礎的數位學習系統，嘗試在傳統課堂學習環境之外幫助學生增進學習成效，然而設計與建置過程中卻往往忽視整合教育領域理論面之重要性，進而影響系統之教育功能與效率。本文即由建構主義之角度，分析歸納數位學習系統設計時應考量之原理原則，並探討於系統實作時，融入情境設計、多元覺察感知及建構主義學習理論與科技技術應用之可能作法。 | |
| dc.description.abstract (摘要) | Constructivism became popular in K-12 education in Taiwan these years. By taking advantages of the computer and network technology, businesses have developed many cyber learning platforms to extend teaching and learning, however the integration of educational strategies are sometimes surpassed or ignored, thus the effects of cyber learning are influenced. This paper parses and discusses the important rules of constructivism, and suggests the possible ways to integrate them with information and communication technologies, including the situated learning and interface design of awareness like learner profiles, map and avatars. A prototype is also proposed. | |
| dc.format.extent | 1925806 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | TANET 2006 台灣網際網路研討會論文集 | zh_TW |
| dc.relation (關聯) | 中小學網路教學與數位學習 | zh_TW |
| dc.subject (關鍵詞) | 建構主義;網鉻數位學習系統;情境設計; 多元覺察感知 | zh_TW |
| dc.subject (關鍵詞) | Constructivism;cyber learning; situated design; awareness interfaces | en_US |
| dc.title (題名) | 具多元覺察感知介面之情境化建構式數位學習環境設計 | zh-TW |
| dc.type (資料類型) | conference | |
