Climbing in Arizona

Educational Wikis

2009-01-18T10:37:00.000-08:00

Paul Allision@ East Side Community School in Manhattan: schools.wikicities.com/wiki/main_page

Dan McDowell's Holocaust Wiki Project: www.ahistorytecher.com/holocaust/tiki-index.php

Educational Blogs

2009-01-18T09:36:00.000-08:00

James Farmer: incsub.org/blog
Stephen Downes: downes.ca/news/OLDaily.htm
Tim Lauer: tim.lauer.name/
Tim Wilson: technosavvy.org/
Tom Hoffman: tuttlesvc.teacherhosting.com/blog/blosxom.cgi
Ken Smith: www.mchron.net/site/edublog.php
Jenny Levine: www.theshiftedlibrarian.com/
Konrad Glogowski: www.teachandlearn.ca/blog
Clarence Fisher: remoteaccess.typepad.com/remote_access/

A Review of the Research on Internet Addiction

2008-10-27T00:39:00.003-07:00

Chou, C., Condron, L., & Belland, J. C. (2005). A review of the research on internet addiction. Educational Psychology Review, 17(4).

A complete review of previous studies on internet addiction is presented in this paper and related social effects and issues also are introduced. Many studies were carried out in Taiwan, which is the context I’m very familiar with and thus, I could identify myself into quite a few cases and symptoms. I’m a female and yes, I do consider internet a social tool; I get most information I need everyday on internet as a mass media (which is much more convenient than TV and newspapers). Internet addition is similar to other medical addictions in many aspects, like compulsive gambling, but it still possesses uniqueness as a communication tool, interactivity factor especially. The summarized tables of previous findings do help me have a clear understanding of its development and context. Missed sleep, missed meals and eventually time distortion, do a certain degree, happen to me and to many people around me, but I am not sure the situation is resulted from overloading work (internet required) or actual addition.
Internet could be an alternative but not a total substitute. “All or nothing” treatment cannot work since internet has been deeply rooted in life, as we cannot stop eating to cure eating disorders. Addictive cases differ and so are the treatments; flexible combination of therapies is needed. All of us, especially educators and parents, should be prepared for the behavioral change of students, children and ourselves. As the internet being neither good nor bad, appropriate and safe use of/attitude toward it is needed. In colleges, where student usually have easy access to internet and when students are looking for identify and relationship, administers and other campus professionals should raise awareness of internet addition and provide assistance to (possible) addicts. I am in the college context and most understand how serious the internet addition problem is. I’m personally very interested in cases of this period.
The paper sheds light on further research on internet addiction by drawing various perspectives from previous studies, serving a good start for people new to the issue and looking for possible research questions.

The Plagiarism Decision Process: The Role of Pressure and Rationalization

2008-10-27T00:39:00.001-07:00

McCuen, r. H. (2008). The Plagiarism Decision Process: The Role of Pressure and Rationalization. IEEE Transactions on Education, 51(2).

Plagiarism includes not only the wrong citation of others’ ideas, but also self-plagiarism, dual publishing and ghost authorship. McCuen proposes a 5-step decision process framework for education of plagiarism and for closer examination of the act of plagiarism. Plagiarism is viewed as a process of decision making rather than merely a result. He mentions value-based processes, another proposed processes, on plagiarism and points out its lack of empirical evidences. Being different from the valued-based processes, McCune’s decision process of plagiarism includes two factors: pressure and rationalization. Pressure functions as a stimulus at early stage, including internal and self-imposed pressure; rationalization, as justification, is to avoid guilty feeling. Ethics education, as suggested by McCuen, is the best prevention, and not only the students, but also mentors (advisors), administrator and young faculty, would need to have correct and enough knowledge of plagiarism. Many unintended plagiarism are resulted from a lack of understanding of the unethical behavior and schools should provide enough instruction for those who are writing research papers. Mentors need to be sensitive to the writing pressure of their advisees.
Though there are many grey area in plagiarism, ethics education is still very much needed for avoiding any potential damage and embarrassment. Taking NCTU as an example, unintentional/intentional ghost authorship does occur. (I didn’t know this is a kind of plagiarism before reading this paper.) As once an extremely stressed graduate student, I personally can imagine pressure being a stimulus of the unethical act and ethical maturity would increase after realizing the consequences. The ethics education is indeed supposed to be a part of orientation of anyone who might write research papers. While the 5-step framework does make sense, it requires more empirical data and cases to support its validity. Cultural context should be considered as well, as Taiwan being a culture highly values teachers/professors, which might contribute to ghost authorship.

Digital Natives, Digital Immigrants

2008-10-27T00:38:00.003-07:00

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 15.
Prensky, M. (2004). The emerging online life of the digital native: What they do differently because of technology, and how they do it. [Electronic Version], from http://www.marcprensky.com/writing/prensky-the_emerging_online_life_of_the_digital_native-03.pdf

The metaphor of digital natives and digital immigrants vividly depicts the differences between generations grow up with and without digital technologies. As described in Prensky’s two papers, digital natives are originated from the digital world and thus form a different way of thinking. They prefer images more than text; they prefer shifting attention than focusing on one thing and they are very used to multi-tasking and parallel processing. Digital immigrants, on the opposite, appreciate the step-by-step, one-at-a-time attitude. The two different ways of thinking reflect on learning styles as well. When the teachers (digital immigrants) ask students (digital natives) to sit still and listen carefully to the lecture in classrooms, there is no way they can learn well. It is not true that digital natives cannot pay attention to learning for a long time, but they choose not to. Just think about how they play the video games. They simply cannot adapt to the old-fashion teaching methods. Prensky also points out the differences also physically lie in brains, because digital natives receive various stimulus and experiences and their brains are changed and develop differently than the previous generations.
To solve the native/immigrant divide in the learning context, Prensky suggests reconsider both the methodology and content (legacy and future). The skills and knowledge important in the past are still important today, but educators might need to present/teach them in a different way, in the language and style of their students. And a practical problem is that most teachers nowadays are not prepared for the change, both in methodology and future digital/technological and related ethics and social content. The brilliant idea, “edutainment,” which is about game-based instruction, thus is brought up. Prensky believes, like the Monkey Wrench game for CAD software, could improve the learning of digital natives, and in all subjects, including math, geography and language.
As children’s brained are constructed for hypertext, it is difficult and almost impossible to retrain their brains. The way they process and organize information is non-linear and parallel. Their attention span might be short when receiving information in one-way speech in the class, but they are not short at all for games. If educators can make learning more “twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy and quick-payoff,” like video games, MTV and internet, there is definitely a big difference. Examples of Lightspan Partnership, Click Health and Fast ForWard all support the idea that games can capture children’s attention, allow more practice and engagement.
In Prensky’s logic, game-based learning indeed has positive effect on digital natives, but practical problems exist. Children are easy to be misled and distracted by visual/audio element. A systems and complete design and development of a learning game require both time and money. Teachers in school need to consider the digital divide among students and cannot assign homework requiring too many resources. The issue is very worth of further study but more empirical data might be needed to well support the “edutainment” concept.

Educators and technology standards: influencing the Digital Divide

2008-10-27T00:38:00.001-07:00

Swain, C., & Pearson, T. (2003). Educators and Technology Standards: Influencing the Digital Divide. Journal of Research on Computing in Education, 34(3).

Following Poynton’s paper, Swain discusses more specific implementation of literary education, which is about technology standards. In order to decrease the digital divide, ISTE launches NETS in 1990s for students, teachers and administrators. In Swain’s paper, he positively believes the standards could help on the digital divide problem in the U.S. He starts with reviewing literature about digital divides regarding frequency and experience of using technology, and teacher’s development and concludes how the implementation of technology standards could help to decrease these divides.
Many previous studies document positive evidences that students perform more higher-order thinking and problem-solving skills with computers. Numerous figures show dramatic divides do exist in time/frequency of using computers in different area, in different schools, in different classes and in different families. Educators could at least equalize access at schools, but the mere access does not necessarily lead to better learning outcomes. Then comes the experience issue, Swain also draws many figures and documents to illustrate how children’s use of computers differ in age and ethical groups, and results in various learning experiences. Last, teacher training on technology application in teaching does matter, but most teachers nowadays cannot properly and confidently integrate technologies in practice and way behind the advanced technology. As teachers being role models of students, they cannot effectively and positively influence students without adequate ability to do so. Students are from various families and cultures, but they all attend schools. Teachers, along with administrators, in schools have the power and opportunity to make a difference.
Swain proposes the implementation of technology standards as specific guidelines for students, teachers and administrators to diminish the digital divide. While students can receive equal access and instruction of technologies, the divide may shrink. Standards, as models, can help to provide technology literacy education/training, reevaluation, equal access and equal experience. As a student following the standard, I can be aware of what and how well should I apply technology in my own learning and how the technology can help me learn effectively. As a teacher referring to the standard, I can see more possibilities to improve my teaching with technology and introduce technologies to my students in a proper manner. Also, as a administrator carrying out the standard, I can help to “level playing field for all students.” Different age/group, or as the lifespan Poynton suggests, might need different standards but generally the standard can provide basic and essential concepts of using computer technology in learning and in real life. And, yes, the standard helps to solve (a bit) the digital divide problem.

Computer literacy across the lifespan: A review with implications for educators

2008-10-27T00:37:00.000-07:00

Poynton, T. A. (2005). Computer literacy across the lifespan: a review with implications for educators. Computers in Human Behavior, 21, 12.

As a review paper, Poynton provides a clear picture of how the literacy concept has evolved till now and points out the crucial role of being computer literate in modern world. He starts from the traditional idea of being able to read and write which is quoted from Webster’s New World Dictionary back in 1984, and moves into a more recent idea of literacy of being knowledgeable in a field from a dictionary in 2000. Scholars, like Bruce & Levin, emphasize the importance of technology literacy in language art education and a definition from Tsai (2002) suggests the basic knowledge of computer technology is needed by all people. Being computer literate is essential to all people in all fields, including scholars, student, business man…etc and it is beneficial socially and psychological.
Poynton’s paper also serves a good start for those who are new to this concept and field. The literature reviewed is complete and arranged “across the lifespan,” from childhood, young and middle adulthood to older adulthood, and so are the implication he proposed; the symmetrical structure makes it easy to read and compare differences of each lifespan. In childhood section, he introduces the crucial role of early and more access (CAI) to computer technology for children and also the difference between reading real text and reading electronic formats. This part draws attention to adolescence as well. As socialization become more important in this period, the difference between genders is getting blurred, while females tend to treat computer as a social toll and males see it an end itself. Other aspects related to computer literacy, like confidence and attitude, are also examined. In young and middle adulthood, many would meet computer-based tests (TOEFL and GRE) and the computer-related skills become more inevitable. For older adults, computer-related skills and knowledge are not so necessary in their life and they do not grow up with those technology. Thus, interest plays a significant role in their learning of computer usage.
In the last section, Poynton’s proposes several directions for future implication of computer literacy education. Educators should foster positive interests and attitudes in their times, keep providing enough access to computer and help to decrease anxiety. Higher education should integrate computer literacy instruction into all courses. Training for older adults should raise their interest and motivation to learn, as a communication tool. These are all correct and appropriate suggestion, while they are way to general. Educators, as practitioners, need more specific guidelines to follow and each phase of education system requires different thoughts on implementation of literacy education. Also, these implications seem to only match today’s context, but maybe not for ten year later. The technology advances and so are the people. With more and more digital natives, it seems that they would have much less problems functioning basic computer skills. The more serious issues may lie in how, why and for what do you use computer technologies, as do to various perspective of literacy (information literacy, electronic literacy and media literacy) nowadays.

Content Analysis

2008-08-26T08:13:00.000-07:00

What the hell is this all about?!

Essay Style

2008-07-15T07:34:00.000-07:00

我的寫作風格....太口語了嗎XD
因為我都我手寫我口嗎?
oh my god, 這樣寫學術文章可不行哪!

被老師發現了...嗚嗚...要改進!

結構方程模組

2008-07-15T07:27:00.000-07:00

或許是老師風趣,功力深厚,
現在課程過了2/3我居然覺得挺愉快挺有趣的.
或許我之前真的對統計量化方法有所偏見,
還好我後來還是來上SEM課,我覺得我收穫很多.

希望學到的新東西,可以用瑜鴻的資料馬上派上用場.
也更希望,這些研究方法的基礎功夫,可以在自以未來的研究上有所幫助.

我最喜歡寫完語法,按下(小人)RUN,之後path diagram出現的時候. :D

2GB flash drive could be yours!

2008-06-14T04:42:00.000-07:00

用獎品來利誘學生填寫問卷真是有效!
需要辛苦打字的線上開放式問卷,居然有人可以填達五千字以上.
不過這也苦了我事後的分析跟coding~XD
總之還是開心可以收到許多資料,而且學生的反應大致上是正面的. :)
希望下學期的課程設計經過這次問卷建議的改善後,可以更臻完美!

SEM

2008-06-12T06:41:00.000-07:00

研究方法本身並沒有對錯好壞之分,但是不同的研究方法的確在本體論和認識論上有基本上的歧異.一位研究者採取的研究方法,不僅是其對具體工具與技術的使用,也可以反映出其對世界的看法與建構世界的思維.

量化研究的大量問卷統計數據,在透過無效廢卷與題目刪減等程序後,結果的確可以客觀的展現出某些現象的模式與關連性.然而,我總是忍不住去想那些被刪除的資料,是不是也代表著甚麼呢?那些少數的特例,是不是正隱藏著有趣的事實呢?

理性的我,決不否認量化研究的價值與意義,不過當我想要透過自己的研究,更了解這世界一些時;我無法忽視長期活動中顯漏的零星資訊與片段,我想要親身去體驗去感受去碰撞這些東西.

我這學期真的很努力的上統計課,但是我笨,也或許我潛意識中在排斥這種看世界的方法,我學得不好.
....暑假的SEM課程,唉,應該真的不適合我哪!

Becoming Qualitative Researchers

2008-06-12T06:20:00.000-07:00

在這學期同時修習的質性研究概論與高等教育統計兩門課,衡量了自身特質,我想我希望能夠將質性研究法當成未來我主要的研究工具.或許現在這樣說,實在有點不自量力,不過,就當成我的夢話吧!

"你的研究在某些方面就像自傳一樣,由你的作品中你所選擇追求的,可反映出你的一些層面.了解你有興趣的地方就更能引導你了解自己的核心價值和信念.反過來,這樣的理解也有助於引導未來研究的方向."

Becoming Qualitative Researchers: An Introduction (Corrine Glesne)

另一方面,接觸了各種研究方法與派別,或許行動研究是比較吸引我的一個方向.
結合自己的專業與可掌握的資源,在語言教學的領域裡,在自己主導的場域中,盡情的發揮.

個人學習心得

2008-05-29T22:58:00.000-07:00

回顧三個月前的個人能力精進計畫,除了汗顏還是汗顏.
不過也不能說是完全沒有收穫,
這學期在這方面的學習一整個就是在錯誤中前進.XD
請聽我娓娓道來~

當初將自己在程式語言,架設網站與資料庫的學習分成三部分:
(1)系統設計與資料庫概念 (2)網站建置 (3)CMS/LMS套件使用
這三方面都是透過自修/K書K網路資料/問助教來進行.

在自我學習過程中,
助教的技術指導在CMS/LMS套件使用方面幫助最大.
另外關於期末我和小育的project需要修改wiki套件程式語言,
助教在這方面也提供了不少協助與建議.
另外兩方面”完全”自學的Frontpage跟資料庫與系統設計概念,
都比較屬於零星式的片段知識累積.
不過自己平常在閱讀資料庫跟系統設計相關的網路資料時,
可以跟課堂中reading的內容相對應對照,
感覺還不錯; 時時有豁然開朗&恍然大悟的感覺!

自學的模式雖然很自由,也很符合個人需求.
不過老話一句,人是懶惰的,尤其是被其他事情追殺時,
(清交大英文課,交大英語諮詢,工研院導覽,
Online Rating,兼差翻譯,+修課&其他作業~一堆雜七雜八)
就更難兼顧到自我督促的學習了.

在自學過程中,最讓我享受到的是柳暗花明又一村的感覺~
東看看西看看一陣子會疲乏,會無聊;
但是繼續摸索(繼續亂看網站或亂玩Frontpage的功能)下去,
總是又出現有趣的東西! 

所以,我應該會繼續這樣”玩”下去吧!

怠惰

2008-05-29T01:24:00.000-07:00

我承認我怠惰了... XD
期末真得是雜務纏身,而且沒有硬性規定的學習,
我目前frontpage技能儘止於基本功能.
不過我這學期到是胡亂看了一堆網路上的相關資料,
我想我現在可以講些行話,對於資料庫的概念也有一些.
雖然進步不是不是很大,但是我想我在這方面自我學習成效還差強人意啦~:D

動機

2008-05-18T10:03:00.000-07:00

其實我本來就知道drupal套件,並不是因為修課才發現的.
今年5/17舉辦第五屆清華盃攀岩比賽,
所以跟朋友一起用drupal套件架設了網站,
還有線上報名系統呢!
當然朋友是高手,大部分都是他搞定的.
http://nthucup2008.no-ip.org/drupal/

因為清大岩場跟攀岩運動都自己既熱愛又熟悉到不行的東西,
在增添內容與維護上一點都不覺得辛苦,
技術上的問題也都很樂意去研究去獨立解決.

但是要我無中生有變個網頁,單純為了瞭解程式去摸索功能,
....總覺得興趣缺缺哪.

就像我從自己的英文課中延伸出研究議題,就覺得很有幹勁一般~
看來我得結合一下興趣跟學習,讓自己學得開心又有效率!

Wiiiiiiiiiiiiiiiiiki

2008-05-01T04:31:00.000-07:00

在線上請較鵲姊，再跟助教討論之後；
我們可能要放棄修改drupal套件，轉而直接找開放原始碼的wiki模組來修改。
由於wiki本身就很符合我們想要設計的介面，只是再加上評量的功能。
這樣應該可以讓我們的目標更明確，也更符合我們目前的能力。^^"

Now,轉攻DokuWiki, MediaWiki, PmWiki, QwikiWiki, Wikkawiki.....XD

黃金組合

2008-04-29T04:34:00.001-07:00

首先感謝歡鵲已經幫我們黃金組合變出一個可以亂搞的空間~ㄎㄎ
http://media23.cte.nctu.edu.tw/drupal-6.1/
(等我晚點就來去研究怎樣架起來~)
我這兩天真是玩得不亦樂乎~歡迎大家去投票喔~ ^O^

接下來要試驗的是加上不同模組moudle來讓他的功能越來越多!!
(其實都是些用不到的功能啦^^")

個人能力增進計畫

2008-04-21T21:25:00.000-07:00

雖然我的對於系統建置的知識幾乎是零，但是我還是很勇敢的選修了這門課。因為我也很希望自己可以增進這方面的能力，要不怕苦不怕難。
以下是我給自己在這學期的目標與努力的方法：

(1)系統設計與資料庫概念
希望可以深入了解資料庫設計的基本要求欄位的概念與定義，例如須包含充份、清晰且意義明確的資料；以及避免相同資料重複儲存等需求。並進而應用資料設計在技巧上“資料庫正規化”的觀念：欄位唯一性 (Field Uniqueness)，主關鍵欄位 (Primary Key)，功能關聯性 (Function Dependence)，欄位獨立性 (Field Independence)。最後將正規畫的資料表設計進入Access資料庫。

(2)網站建置：
希望可以成為FrontPage達人，選擇FrontPage的原因是因為操作介面跟office其他軟體很像，應該比較容易上手。希望自己可以基本操作FrontPage這個網頁編輯軟體，並同時了解網頁組成的元素；包括html標籤，hyperlinks, frame/frame page等。

(3)CMS/LMS (content/learning management system)套件使用：
由於我還始有點自知之明，明白自己在一學期內自修不可能完成一個完整的系統，所以我把目標放在了解，使用並改善現有套件上。一開始會先瀏覽搜尋適合的CMS/LMS套件，目前評估中Claroline(http://www.claroline.net/ )跟Drupal (http://drupal.org/ )。主要將各自下載套件來摸索功能，並希望可以透過實際操作來了解其背後設計的架構與原理。期末計畫希望可以以改善現有套件來達到教學需求。

希望我達到以上目標能力後，對於這學期與小育合作的WuS系統可以順利完成。

iThome Online

2008-04-21T21:06:00.000-07:00

這是我最近天天K的blog collection.
只能說~高手真多,講的行話一句比一句艱澀. XD
不過看多了,腦袋總是有點長進的. :D
http://www.ithome.com.tw/plog/

除了K架構完整的教科書,我覺得讀這種零散的小文章也不錯.
塞塞牙縫~ㄎㄎ
現在我還挺喜歡這種看到一些關鍵字不懂,
再自己google研究一下的方式.

我可是有乖乖按照自己的個人能力精進計畫在執行的呢~
(應該多少有點進步吧XD)

轉機

2008-04-10T02:08:00.001-07:00

雖然我們構思了很多奇妙的功能,但是都是空想.
~~~我們要採取實際行動!! Go!Go~Fire!!
需求分析(使用者分析)應該可以成為我們設計的基石!
ADDIE的A可不是A假的ㄎㄎ

已經聯絡好A老師(正妹一枚)與B老師(超級專家),
大約下下禮拜會進行教師訪談與學生問卷.
希望這些資料可以提供我們的設計新ideas! :D

＜WuS需求分析＞

2008-04-08T06:26:00.000-07:00

＜WuS需求分析＞

使用者分析(希望透過這一步驟可以讓系統功能設計更加精準明確!)

由於WuS針對大學以上英文寫作課程，本研究預計以國立交通大學語言中心或寫作中心開授之課程為調查對象。目前希望至少有(1)一門大學部實用英文寫作與(2)一門研究所學術英文寫作課程可收集資料。

我們將進行(a)授課大綱分析，(b)授課教師深度訪談與(c)修課學生問卷調查三方面來了解使用者的需求，以利系統功能與介面設計。

以下是考慮突擊下手的對象：
[語言中心課程]
實用英文寫作(秦毓婷老師): 正妹一枚。
網路英文寫作(張靜芬老師): CALL(Computer-assisted Language Learning)的專家，一定要訪問的。
[寫作中心課程]
學術英文寫作(吳思葦老師): 交大外文系第一屆畢業學姊，美人妻。
學術英文寫作(秦毓婷老師): 如果訪問一次就可以搞定兩種課程，那就真是太方便啦!

有點無力

2008-03-26T21:36:00.000-07:00

昨天下課跟晨宏拿了PHP跟MySQL的書回家K;一邊K一邊上網找關鍵字解釋.
唉~整本書翻完也還是霧煞煞哪~@@
(果然如晨宏所料,我一定看不懂;他自己也都看不懂了XD)

我的相關知識實在太薄弱,K書還要一直查詞彙的意思跟了解背後概念.
這就像是英語初學者讀英文學術論文,別說文章的理論邏輯就很複雜,
連很多單字都不認識,遑論搞懂其中道理.
我自己還常常鼓勵這樣的同學,先別查單字,整篇念過一次抓住大意即可.
如果真的讀不懂,表示這篇文章太難,應該換些適合程度的材料.
那~誰能告訴我,哪裡有適合我程度的學習材料呀?! XD

好啦~雖然有點無力感,但是只是"有點"啦~寇特妮要天天都加油呀!衝~

未知數

2008-03-25T01:19:00.000-07:00

唉呀呀~上禮拜還以為應該目標套件就是Claroline了~
不過我現在又發現一個看起來也挺不賴的CMS套件Drupal哩!
這Drupal也都具有我們想要的功能:討論區,使用者登入,multi-user編輯...等等.
好心動哪~~http://drupal.org/ 怎麼抉擇呢!
還是乾脆直使用wiki的架構就好? 選擇超超超多的啦!!!

Content Management System (CMS) Menu
http://opensourcecms.com/index.php?option=com_frontpage&Itemid=1

明確的學習計畫

2008-03-18T23:01:00.000-07:00

我是個喜歡按部就班的人,所以還是跟小育把明確的學習計畫生出來了.
今天(星期三)下午我們先確定希望達成的目標;跟助教討論之後,也確定了技術上的學習進度.
呼~~有想要衝一下的感覺了! :D

感謝阿鵲的推薦跟建議,Claroline介面由於的確符合我們絕大多數的功能,也的確還有改善空間;成為我們未來一起奮鬥的目標了! gogo~FIRE! (Moodle掰掰~你太多人改,也有點太複雜了,我們放棄你!)

<< Write up & Share (WuS)系統建置進程 >>

第1-4周: 確立系統功能、需求分析
第5周:蒐尋評估現有套件
第6-10周:開始分析套件架構，對比現有套件與期望功能
第11-14周:執行套件程式修改
第15-18周:系統測試

原來

2008-03-16T23:48:00.000-07:00

心中長久的疑問與惶恐,終於在今天詢問助教聖耀&昭秀老師之後,得到解答跟舒解.

從學期一開始,因為有自知之明,不敢把平台功能設定的太複雜.
不過後來有聽到歡鵲說,目標可以盡量"遠大." (只是學期末可能會變成只有腳本XD)
所以心裡頭一直很疑惑,不知道應該把目標設定在哪個位置.

不過今天聽到昭秀老師說,可以從現有套件去修改/增加功能,真是個完美的折衷辦法.
因為我們本來的目標就是像討論區,(甚至wiki)的text-based互動平台為主,這樣的套件應該是有的.
先找些來玩玩看囉! :D

先從歡鵲推薦的Clarolin開始! ^O^
http://www.claroline.net/

無緣的PHP

2008-03-13T09:02:00.000-07:00

昨天跟一位交大資工的同學聊天,隨口說到老師要我們學PHP.
以他對我的了解,加上隨口問幾句,他馬上判定我不可能(這學期)學會PHP. 囧
(虧我之前也還是有上網搜尋一下PHP的教學網頁哪!)
這位同學建議我先把Frontpage摸熟就好! 這...我該高興還是難過呢? XD
我可是有遠大的目標要把多種功能跟學習理論結合哪!!

怎麼辦?! 看來我之前設定目標的時候太小看數位學習系統的建置了!
(當然~分享過顏智老師的e3血淚之後,我也重新認識數位學習系統的開發了.)

今天(攀岩的時候)再次跟一位清大資工的朋友確認,
他也覺得我還是放棄PHP,學HTML就好...XD

(還好我之前有一點兒自知之明,不敢設計詳細的學習進度...不然我一定無法達成@@)
看來下拜一跟助教聖耀討教之後要再好好重新規劃一下我們"遠大的目標!"

模範生加入

2008-03-07T09:16:00.000-08:00

今天在MSN線上跟大家分享了我的初步想法,
很高興小育表示他對我的概念也很有興趣. 
就降,我們兩個會開始一起brainstorm往後更進一步的計畫與細節.

雖然本來小育想要做mobile的東西(真是從一而終!),
不過由於寫作的學習在PDA上的輸入太困難就算了.

真想要把在每週reading中讀到的新觀念新想法都通通用到自己建置的系統上!
不管是CSCL, social presence, group cognition都通通來個大合體吧! :D

一些初步的想法

2008-03-05T07:01:00.000-08:00

首次嘗試設計與建置數位學習系統的機會,
我想要結合自己英語教學的背景,
並結合網頁text-based的特性,
直接為中高級的英語學習者在寫作開發出CSCL的介面!!
喔喔~衝了!

系統名稱: Write Up & Share (WuS)
科目: Advanced English Writing
對象:Undergraduate (Non-English Major)

設計動機:

(1)寫作教學在語言學習中與閱讀能力密不可分,
藉由閱讀學習的字彙語法是寫作的骨肉.
寫作能力也必須靠大量的實際練習累積.
閱讀與寫作練習,相較於口說與聽力練習都是比較花時間的,
一般院校的寫作課程都會將寫作課程安排成小班級就是這個道理,
另一方面也減輕教師修改作業的負擔.

(2)Peer-revision的機制也行之有年,
不過在教室中交換學習者的紙本寫作練習常會秩序大亂.

以上1 & 2兩點透過web-based的介面可以讓學習者
隨時隨地與他人分享自己的寫作練習並獲得回饋,
既不限於教室內,也不限於教師一人的建議.

(3)透過網路可方便連結廣大的網路資源,英文網站多不勝數,
是100%的authentic materials.

設計概念:
(1)利用討論區web-based且開放的空間,
讓學習者可從他人作品中互相學習(peer revision),
(2)支援使用者登入,記錄學習歷程,
方便學習者檢視過去所有的草稿(drafts & revisions),
(3)大量閱讀是寫作的基礎,對外英文網站連結是很方便且真實的教材.

系統功能:
(1)使用者註冊登錄
(2)討論區(張貼,回覆與附加檔案功能)
(3)網路連結

The Kite Runner

2007-10-12T02:02:00.000-07:00

兩年前的書,昨晚終於有空一口氣看完.

雖說塔利班佔領的阿富汗困境令人鼻酸,不過真正觸動我的還是對於過往懊悔的救贖過程.
或許於情與理我都沒有錯,不過一旦產生的罪惡感與心虛就像鬼魅般纏繞著我,揮之不去.

另外,如同主角阿米爾,我也一直極端渴望父母的認同.
雖然內心與過往經驗再再驅使我追尋另一條路,自己依然不知不覺朝著他們的期望前進.

我很高興我折衷後選擇的方向獲得認可.

然而,現在我依然走在自我救贖的路上. Keep running.

學習

2007-10-11T08:10:00.000-07:00

我想要紮實的學習,有時候雖然感到疲倦或厭煩,不過我想我的熱情還是在.
三不五時那種充實欣喜的感覺總是會湧上心頭.
我想要永遠保持這種快樂.