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題名 以知識翻新促進社群設計思考能力
Fostering a Design Community in Knowledge Building Environment
作者 蔡以寧
Tsai, Yi-Ning
貢獻者 洪煌堯
Hong, Huang-Yao
蔡以寧
Tsai, Yi-Ning
關鍵詞 知識翻新環境
設計思考
機遇式分組
雙鑽石模式
鍊結表記
Knowledge building environment
Design thinking
Opportunistic collaboration
Double diamond model
Linkography
日期 2023
上傳時間 2-Aug-2023 13:51:25 (UTC+8)
摘要 本研究旨在探討學生在設計問題解決方案時，如何透過以想法發展為核心的知識翻新環境(knowledge building environment)，進行設計思考(design thinking)活動，同時創新知識並形成設計社群。研究分兩個面向：一是探討在協作歷程中，學生感知其學習環境對知識翻新支持的程度、其社群意識(sense of community)發展的程度、以及其知識創造觀點(knowledge creation)形成的程度為何？二是探討個別學生設計思考行為發展的歷程，與整體社群合作設計的知識共構歷程為何？
研究對象為某國立大學修習有關「設計與科技研究」課程之21位學生，課程為期一學期。任課教授運用知識翻新與設計思考相關理論進行教學，協助學生進行協作與創新，並各別設計出一解決日常生活問題的方案。在課程中運用機遇式分組(opportunistic grouping)使全體學生能充分進行想法交流。學習平台則使用「知識論壇」(Knowledge Forum)，讓課程中社群成員持續於此科技平台中貼文，記錄課間與課後之討論、並互相針對他人的方案設計提出建議、再各自進行方案修正、與想法的反思。透過設計思考雙鑽石模式(the Double Diamond design model)的引導，社群成員之設計想法在知識翻新與設計思考活動中持續發散與收斂，再經由學期中的方案報告與學期末YouTube頻道影片的彙製，以促進知識社群發展。
本研究為一混合式個案研究(mix-methods case study)。收集之量化與質性資料來源如下：1.「知識翻新環境量表」(Knowledge-Building Environment scale)；2.「社群意識量表」(Classroom Community Scale)；3.學生回答「何謂知識社群？」之開放式問卷；4.學生整學期於知識論壇的想法貼文。量化與質性資料分析結果如下：1.「知識翻新量表」測量結果顯示本課程確實逐漸在上課過程中形塑出一個更好的知識翻新環境。2.「社群意識量表」顯示學生的社群意識感知也有被強化。3.知識社群開放式問卷答案顯示，學生在知識社群的三種觀點上（即「知識是講述的」、「知識是分享的」、「知識是創造」），對「知識是創造」的感知程度有提高。4.針對學生在知識論壇想法紀錄的編碼與後續的行為序列分析顯示，學生在整個學期的設計行為呈現內在序列關係，服膺設計思考的雙鑽石模式。5.知識論壇想法紀錄在編碼並進行鍊結表記(Linkography)分析後顯示，社群成員於設計各自的方案過程中亦能同時進行高度合作，其過程也呼應了設計思考的雙峰模式。
綜上所述，本研究以想法中心的知識翻新進行機遇式分組學習，學生在集體交流協作下，提昇了知識翻新環境與社群意識的感知；同時也能進一步理解知識是由社群共創而來。而在設計思考活動實踐方面，社群的設計思考行為亦能呼應想法發散與收斂的設計思考雙鑽石模式；鍊結表記圖像也顯示學生能進行高度合作的設計歷程。根據上述研究成果，本研究也進一步對高等教育如何進行知識翻新與設計思考活動提出一些相關建議。
This study aimed to foster a design community in a knowledge-building environment. Under the guidance of knowledge building principles, students worked on their design projects and collaboratively transformed a leaning class into a design community. The study explored how students perceived a knowledge-building environment, formed a strong sense of community, and developed the perspective of knowledge creation. In addition, the study investigated and explicated students’ design thinking processes, and used Linkography as a means to illustrate students’ collaborative learning process to support design thinking activities.

Participants in the study were 21 college students enrolled in a one-semester course pertaining to “design and educational technology” in a national university in Taiwan. The instructor is an experienced knowledge builder to utilize idea-centered knowledge building principles for course instruction and for engaging students in conducting design thinking for effective learning. Opportunistic collaboration was employed to allow students to freely work with one another based on their learning interest while developing a strong sense of community. Knowledge Forum as a learning platform was used to support students’ online discussions and interaction, while working creatively and reflectively with diverse design ideas. Students were also required to present their design projects in the midterm and produce final video clips on YouTube channel at the end of the course as learning outcome.

The study was a mix-methods case study and collected quantitative and qualitative data, including: (1) the " Knowledge-Building Environment scale" (2) the "Classroom Community Scale" (3) an open-ended questionnaire concerning “what is a knowledge community”; and (4) online discussion notes concerning students’ design ideas and design thinking processes.

The results from quantitative data analysis were reported as follows. First, the "Knowledge-Building Environment scale" suggested that students were able to see their class as a knowledge building environment. Second, the "Classroom Community Scale" showed that students were able to develop a strong sense of community in this course. In contrast, the results from qualitative data analysis were presented as follows. First, the coding results of knowledge community showed that students were able to understand an effective knowledge community should support not merely knowledge acquiring and sharing, but also knowledge creating. Second, Lag Sequential Analysis further revealed that the processes of students’ online design activities synchronized a double diamond design-thinking model that embodies both divergent and convergent thinking processes. Finally, a Linkography analysis also illustrated that students were able to develop an effective collaborative design community. Some implications for how to cultivate and enhance community awareness for effective collaborative learning and how to design more effective instructional activities to enhance students’ design capacity were also discussed.
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描述 博士
國立政治大學
教育學系
108152513
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108152513
資料類型 thesis
dc.contributor.advisor 洪煌堯zh_TW
dc.contributor.advisor Hong, Huang-Yaoen_US
dc.contributor.author (Authors) 蔡以寧zh_TW
dc.contributor.author (Authors) Tsai, Yi-Ningen_US
dc.creator (作者) 蔡以寧zh_TW
dc.creator (作者) Tsai, Yi-Ningen_US
dc.date (日期) 2023en_US
dc.date.accessioned 2-Aug-2023 13:51:25 (UTC+8)-
dc.date.available 2-Aug-2023 13:51:25 (UTC+8)-
dc.date.issued (上傳時間) 2-Aug-2023 13:51:25 (UTC+8)-
dc.identifier (Other Identifiers) G0108152513en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146518-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 108152513zh_TW
dc.description.abstract (摘要) 本研究旨在探討學生在設計問題解決方案時，如何透過以想法發展為核心的知識翻新環境(knowledge building environment)，進行設計思考(design thinking)活動，同時創新知識並形成設計社群。研究分兩個面向：一是探討在協作歷程中，學生感知其學習環境對知識翻新支持的程度、其社群意識(sense of community)發展的程度、以及其知識創造觀點(knowledge creation)形成的程度為何？二是探討個別學生設計思考行為發展的歷程，與整體社群合作設計的知識共構歷程為何？
研究對象為某國立大學修習有關「設計與科技研究」課程之21位學生，課程為期一學期。任課教授運用知識翻新與設計思考相關理論進行教學，協助學生進行協作與創新，並各別設計出一解決日常生活問題的方案。在課程中運用機遇式分組(opportunistic grouping)使全體學生能充分進行想法交流。學習平台則使用「知識論壇」(Knowledge Forum)，讓課程中社群成員持續於此科技平台中貼文，記錄課間與課後之討論、並互相針對他人的方案設計提出建議、再各自進行方案修正、與想法的反思。透過設計思考雙鑽石模式(the Double Diamond design model)的引導，社群成員之設計想法在知識翻新與設計思考活動中持續發散與收斂，再經由學期中的方案報告與學期末YouTube頻道影片的彙製，以促進知識社群發展。
本研究為一混合式個案研究(mix-methods case study)。收集之量化與質性資料來源如下：1.「知識翻新環境量表」(Knowledge-Building Environment scale)；2.「社群意識量表」(Classroom Community Scale)；3.學生回答「何謂知識社群？」之開放式問卷；4.學生整學期於知識論壇的想法貼文。量化與質性資料分析結果如下：1.「知識翻新量表」測量結果顯示本課程確實逐漸在上課過程中形塑出一個更好的知識翻新環境。2.「社群意識量表」顯示學生的社群意識感知也有被強化。3.知識社群開放式問卷答案顯示，學生在知識社群的三種觀點上（即「知識是講述的」、「知識是分享的」、「知識是創造」），對「知識是創造」的感知程度有提高。4.針對學生在知識論壇想法紀錄的編碼與後續的行為序列分析顯示，學生在整個學期的設計行為呈現內在序列關係，服膺設計思考的雙鑽石模式。5.知識論壇想法紀錄在編碼並進行鍊結表記(Linkography)分析後顯示，社群成員於設計各自的方案過程中亦能同時進行高度合作，其過程也呼應了設計思考的雙峰模式。
綜上所述，本研究以想法中心的知識翻新進行機遇式分組學習，學生在集體交流協作下，提昇了知識翻新環境與社群意識的感知；同時也能進一步理解知識是由社群共創而來。而在設計思考活動實踐方面，社群的設計思考行為亦能呼應想法發散與收斂的設計思考雙鑽石模式；鍊結表記圖像也顯示學生能進行高度合作的設計歷程。根據上述研究成果，本研究也進一步對高等教育如何進行知識翻新與設計思考活動提出一些相關建議。		zh_TW
dc.description.abstract (摘要) This study aimed to foster a design community in a knowledge-building environment. Under the guidance of knowledge building principles, students worked on their design projects and collaboratively transformed a leaning class into a design community. The study explored how students perceived a knowledge-building environment, formed a strong sense of community, and developed the perspective of knowledge creation. In addition, the study investigated and explicated students’ design thinking processes, and used Linkography as a means to illustrate students’ collaborative learning process to support design thinking activities.

Participants in the study were 21 college students enrolled in a one-semester course pertaining to “design and educational technology” in a national university in Taiwan. The instructor is an experienced knowledge builder to utilize idea-centered knowledge building principles for course instruction and for engaging students in conducting design thinking for effective learning. Opportunistic collaboration was employed to allow students to freely work with one another based on their learning interest while developing a strong sense of community. Knowledge Forum as a learning platform was used to support students’ online discussions and interaction, while working creatively and reflectively with diverse design ideas. Students were also required to present their design projects in the midterm and produce final video clips on YouTube channel at the end of the course as learning outcome.

The study was a mix-methods case study and collected quantitative and qualitative data, including: (1) the " Knowledge-Building Environment scale" (2) the "Classroom Community Scale" (3) an open-ended questionnaire concerning “what is a knowledge community”; and (4) online discussion notes concerning students’ design ideas and design thinking processes.

The results from quantitative data analysis were reported as follows. First, the "Knowledge-Building Environment scale" suggested that students were able to see their class as a knowledge building environment. Second, the "Classroom Community Scale" showed that students were able to develop a strong sense of community in this course. In contrast, the results from qualitative data analysis were presented as follows. First, the coding results of knowledge community showed that students were able to understand an effective knowledge community should support not merely knowledge acquiring and sharing, but also knowledge creating. Second, Lag Sequential Analysis further revealed that the processes of students’ online design activities synchronized a double diamond design-thinking model that embodies both divergent and convergent thinking processes. Finally, a Linkography analysis also illustrated that students were able to develop an effective collaborative design community. Some implications for how to cultivate and enhance community awareness for effective collaborative learning and how to design more effective instructional activities to enhance students’ design capacity were also discussed.		en_US
dc.description.tableofcontents 目錄
目次 ………………………………………………………………………… I
表次 ………………………………………………………………………… III
圖次 ………………………………………………………………………… V

第一章 緒論………………………………………………………………… 1
第一節 研究動機與目的………………………………………………… 1
第二節 研究待答問題…………………………………………………… 11
第三節 重要名詞釋義…………………………………………………… 12
第四節 研究範圍與限制………………………………………………… 13
第二章 文獻探討…………………………………………………………… 16
第一節 知識翻新與教學………………………………………………… 16
第二節 知識翻新與知識創造…………………………………………… 27
第三節 知識翻新社群與社群意識……………………………………… 32
第四節 知識翻新設計思考導向的學習活動…………………………… 36
第三章 研究方法…………………………………………………………… 43
第一節 研究設計與研究架構…………………………………………… 43
第二節 教學設計與教學內容…………………………………………… 47
第三節 學習環境………………………………………………………… 58
第四節 研究實施流程…………………………………………………… 61
第五節 資料來源與分析………………………………………………… 63
第四章 研究結果…………………………………………………………… 83
第一節 知識翻新環境與社群意識 …………………………………… 81
第二節 知識社群對知識的感知 ……………………………………… 93
第三節 知識翻新社群設計思考行為序列分析……………… 101
第四節 知識翻新社群設計思考與鍊結表記呈現………… 107
第五章 結論與建議………………………………………………………… 129
第一節 研究結論………………………………………………………… 129
第二節 研究建議………………………………………………………… 134
參考文獻……………………………………………………………………... 139
附錄一 本研究課程設計……………………………………………………. 148
附錄二 知識環境量表(Knowledge-Building Environment scale)………….. 149
附錄三 社群意識量表(Classroom Community Scale) 150		zh_TW
dc.format.extent 6775505 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108152513en_US
dc.subject (關鍵詞) 知識翻新環境zh_TW
dc.subject (關鍵詞) 設計思考zh_TW
dc.subject (關鍵詞) 機遇式分組zh_TW
dc.subject (關鍵詞) 雙鑽石模式zh_TW
dc.subject (關鍵詞) 鍊結表記zh_TW
dc.subject (關鍵詞) Knowledge building environmenten_US
dc.subject (關鍵詞) Design thinkingen_US
dc.subject (關鍵詞) Opportunistic collaborationen_US
dc.subject (關鍵詞) Double diamond modelen_US
dc.subject (關鍵詞) Linkographyen_US
dc.title (題名) 以知識翻新促進社群設計思考能力zh_TW
dc.title (題名) Fostering a Design Community in Knowledge Building Environmenten_US
dc.type (資料類型) thesisen_US
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