1. Web-based Learning 網上教育

2. Why Web-based Learning Traditional Teaching –teach basic facts and survival skills needed to work in industry and agriculture –Assumptions: All students learn the same way. The teacher’s job is more of pouring facts. Students will work individually, absorb facts, and sit quietly in rows. 我 們 的 理 想 (98 年五年 策略 ) – 激 發 和 維 持 學 生 的 學 習 興 趣 。.. 教 與 學 逐 漸 轉 向 較 有 創 意 及 互 動 性 的 模 式 。 –擴 闊 學 生 的 視 野 ，豐 富 他 們 的 學 習經 驗 ， 幫 助 他 們發 展 具 創 意 的 思維 。–擴 闊 學 生 的 視 野 ，豐 富 他 們 的 學 習經 驗 ， 幫 助 他 們發 展 具 創 意 的 思維 。 –鼓 勵 學 生 不 斷 自學 進 修 ， 培 養 合作 精 神 。–鼓 勵 學 生 不 斷 自學 進 修 ， 培 養 合作 精 神 。

3. 新加坡政府的期望 思考學校, 學習國家 Thinking School, Learning Nation (Singapore’s goal) – 以前的成功方式, 已不足夠令我們的下一代去應 付新環境新問題的挑戰. 我們甚至不知道他們將 會面對什麼問題, 更遑論為他們提供答案及解決 辦法. 所以我們一定要肯定我們的孩子要懂得獨 立思考.

4. 創造性思考及學習技能 減少學科知識的學習 將更多時間用於專題研究 (Project) 資訊科技用於建立傳意技巧及獨立學習的能 力 培養學習興趣, 學習目的並非為求優良考試成 績, 只有能夠不斷學習才能達致卓越的成就 Thinking School 思考學校

5. 學習是終身的活動 所以學生在早期的學習階段一定要培養 出注重學習, 注重傳意交流的精神 Learning Nation 學習國家

6. 新時代學習 注重激發和維持學習興趣 注重創意 注重互動及合作學習, 傳意為重要技巧 終身學習 Web-based Learning

7. Why Web-based Learning? Authentic Information/Situation – arouse motivation Easy communication/collaboration NOT traditional way of learning Enable life-long learning

8. Theoretical Background -- Learning Remembering of facts that may NOT be organized Mainly drill and Practice Examination orientated Learning is an active process Learners construct new ideas or concepts based upon their current/past knowledge; Learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so Traditional TeachingConstructivism

9. Paradigm Shift in Learning/Teaching Constructivist approach Information Technology Direct instruction

10. Constructivism Past Knowledge Environment select and transform information Construct hypotheses Make decisions Learner More about Constructivism

11. Principles of Constructivism Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness). Instruction must be structured so that it can be easily grasped by the student (spiral organization). Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

12. Examples of Activities demonstrating the Use of Constructivism Situation Learning Anchored Learning Learning with WWW Lecturing

13. World Wide Web for educational purposes Educational resources – 全唐詩網頁 http://members.xoom.com/tangpoetry/http://members.xoom.com/tangpoetry/ – 中國超級地圖集 http://come.to/china2000http://come.to/china2000 Download software (CAI etc.), e.g. –Download.com http://download.cnet.com/downloads/0- 10001.htmlhttp://download.cnet.com/downloads/0- 10001.html –CNET Shareware.com http://shareware.cnet.com/http://shareware.cnet.com/ –IT in Education Resource Library http://itied.ied.edu.hk/cgi- bin/ar.pl?id=59http://itied.ied.edu.hk/cgi- bin/ar.pl?id=59

14. World Wide Web for educational purposes (contd.) Interactive Web-based Learning software/environment – 三國演義 http://3kingdoms.macbrush.net/index2.htmlhttp://3kingdoms.macbrush.net/index2.html – HAS Centre 超媒體自學中心 http://www.ied.edu.hk/has/ http://www.ied.edu.hk/has/ – 永權網頁 http://home.netvigator.com/~wingkei9/ 永權網頁 http://home.netvigator.com/~wingkei9/ – 台灣師大物理系實驗室 http://www.phy.ntnu.edu.tw/class/demolab/index.htm http://www.phy.ntnu.edu.tw/class/demolab/index.htm Integrating WWW as a Learning Medium

15. Web-based Learning Web resources = web-based learning? Interactive Web-based Learning System = web-based learning?

16. Purpose of Web-based Learning Problem-solving abilities Abilities like searching, evaluating, integrating, summarizing, Communicating and collaborative learning Life-long learning Paradigm-shift

17. Web-based Learning? An Example

18. Interactive Web-sites Achieve the objectives of web-based learning? How? Or just deliver of information and supplement with interactive games (quizzes) Probably without the training of high-order abilities Web-based CAI

19. Integrating WWW as a Learning Medium The Web acts as a supporting instructional medium and is integrated into classroom learning activities. Requires the creativity of teachers in integrating existing Internet resources with classroom learning processes.

20. Important Components for Web-based Learning Active learning –student takes responsibility for what and how he or she wants to learn, instead of just responding to stimuli, or storing up information. Group learning –requires frequent interaction and collaboration among students toward a common goal. –the best approach in encouraging and promoting active learning and enhancing learner engagement in online learning circumstances. More on Active Learning

21. Approaches of using Web in integrated mode Reviews-Presentation Paradigm –Scrapbook –Reflection Inquiry-based Learning Paradigm –Procedures Questions Investigations Collaboration Artifacts –Formats Treasure Hunt Research Projects WebQuest

22. Reviews-Presentation Paradigm Students are asked to navigate the target online resources. 2 popular reviews-presentation formats. –Scrapbook –Reflection

23. Scrapbook: teacher gathers a collection of links on a specific topic for student exploration. Students choose photographs, maps, stories, facts, quotations, sound clips, videos, virtual reality tours, etc., for use in their presentations. presentation could be as a newsletter, desktop slide presentation, collage, bulletin board, MS PowerPoint file, or Web page Reflection: teacher gathers a small set of web sites on a specific topic, each of which offers something special to do, read, or see. Students are asked to respond to the Web-based activities from a personal perspective. Rather than uncover hard knowledge, students are asked about their perspectives on topics, comparisons to experiences they have had, personal interpretations of artworks or data, etc.

24. Inquiry-based Learning Paradigm engages students in finding solutions to important and meaningful questions through investigations and collaboration with others. Through such an approach, students acquire an understanding of key principles and concepts, construct knowledge, and learn to communicate their knowledge to others.

25. Procedure Question Investigation Collaboration Artifacts

26. Questions Questions should be: Meaningful to engage non- trivial content and to drive students’ investigations. of genuine interest to the student; leading to appropriate scientific content; reasonable in the sense that useful information or data can be found related to the question. Questions : help students to organize their activities. help students to engage in activities for the purpose of learning, provide a focus for investigation avoid the disorientation and lack of focus often problematic in Web online learning.

27. Investigations Students design their own investigations as they seek information about their driving questions. by asking and refining questions, making plans, designing experiments, debating ideas, collecting and analyzing information and data, drawing conclusions and communicating their ideas and findings to others. evaluating information is an essential activity for students. The challenge for teachers is to help students develop strategies for collecting, evaluating and analyzing information which they find on the Web.

28. Collaboration Students need to collaborate with other students as they make meaning of the results of their investigations. the collaborative learning activities on the Web will enhance the learning engagement of students and allow them to be thoughtful on their own learning.

29. Artifacts Students need to create artifacts such as projects, reports, web pages or papers through which they can show and share what they have learned in the inquiry learning activities. These artifacts need to give students a way to explain what they have learned, and their production must help students understand ideas and issues related to the driving question. By creating artifacts students could synthesize their findings and construct their own knowledge.

30. Treasure Hunt The teacher gathers a collection of links on a specific topic. Students are assigned to visit each link and answer question by following the inquiry-based learning sequence above. Examples: Nuclear Energy http://www.geocities.com/liciaphysics/http://www.geocities.com/liciaphysics/ The Farmer’s Bones http://gslc.genetics.utah.edu/society/farmer/index.html http://gslc.genetics.utah.edu/society/farmer/index.html

31. Research Projects Students work as individuals or in small groups to collect information on a specific topic. Students use Web sites as data sources (weather, statistics, or current events) or to collect data via survey forms. After the collection of information, students could collaborate among themselves and create artifacts to tune up and conclude the results. Examples: Accounting is funny and useful: http://home.netvigator.com/~magic317/http://home.netvigator.com/~magic317/ 史中人 http://members.xoom.com/hytsang/http://members.xoom.com/hytsang/

32. WebQuest A WebQuest is an inquiry activity that presents students with a challenging task, provides access to an abundance of usually online resources and scaffolds the learning process to prompt higher order thinking. The products of WebQuests are usually then published on the Web for some real feedback. WebQuests usually involve a controversial topic. The WebQuest could help students construct their own mental models of standing through active inquiry.

33. Examples WebQuest 1; WebQuest 2WebQuest 1WebQuest 2 The Education that I want http://www.geocities.com/chu_ching_hk/page2.htmlhttp://www.geocities.com/chu_ching_hk/page2.html Selecting an African nation to establish technology model. Introducing an endangered species to a new habitat. Habitat Hunters. Netscape resources on endangered species. Deciding the fate of NASA or NOAA. Netscape resources on NASA and NOAA.Netscape resources on NASA and NOAA Identifying Programs to Combat Illegal Drugs The End of an Industry? Struggling with Tobacco's Future. Which volcano is least risky? (http://www.bham.wednet.edu/online/volcano/vol1.htm)http://www.bham.wednet.edu/online/volcano/vol1.htm Which group has the better legal claim to the Kennewick Man? (http://www.bham.wednet.edu/online/kwick/bones1.htm)http://www.bham.wednet.edu/online/kwick/bones1.htm Which disease is most deserving of our research dollars? (http://www.bham.wednet.edu/online/disease/disease1.htm)http://www.bham.wednet.edu/online/disease/disease1.htm What are the best ways to reduce teen smoking? (http://www.bham.wednet.edu/online/smoking/smoke1.htm)http://www.bham.wednet.edu/online/smoking/smoke1.htm 專題研習 - 讓學生親自去開啟智慧的寶庫

34. Your Assignment Design a web site for students to learn. The web site can be either one of those type stated above, i.e., (1) educational resources, (2) interactive learning environment or (3) integrating WWW in learning. Combining 2 or 3 is acceptable but not advantageous.

35. Topic You can select a topic which is relevant to the school curriculum. For Type 3, you can just select the area and let the students to choose the topic.

36. Format Contains at least the following functions: –Name of Project and Webmaster –Objective/s of the Project and the intended participants/learners –Which subject (Chinese, English,....) it is about. Integrating different subjects is acceptable –On-line materials. These must be well-organized, for example, according to different stages, subtasks or categories. –Email to the instructor: by just clicking on a button, the student can send an email to the instructor (i.e., you). –Discussion Forum: where students can communicate with each other.

37. Visual Appearance Visual Appearance of the web pages are import for motivating students. Try to use adequate graphics, animations and sound effects to make your site attractive. This also demonstrate the techniques you have learned.

38. Content Type 1 –Suitable content to cover the topic you have chosen –Suitable quantity of related links –A lesson plan to show how this web site can be used to help students to construct their own knowledge –how learning will be evaluated Type 2 –suitable materials transmitted to the students –Suitable quantity of related links –proper ways to encourage interactions, either between the system and the student, or among the students –how learning will be evaluated

39. Type 3: –suitable task assigned; –suitable amount of resources; –collaborative learning encouraged. –Detailed schedule: Divide the students' task into several stages. For each stage, state clearly what the students are expected to achieve and the deadlines. –Final Product: Specify what the final product you are expecting. Also prepare a web page to store students' submissions. For the time being, storing students' products can be done manually by you. –Product Evaluation: You should state clearly how the students' work will be evaluated.

40. Evaluation Format 10% Visual Design 10% Techniques 5% Content 25%

41. Good Examples http://course.fed.cuhk.edu.hk/s021656/EDD 5169B/http://course.fed.cuhk.edu.hk/s021656/EDD 5169B/ http://course.fed.cuhk.edu.hk/s021562/EDD 5169D/http://course.fed.cuhk.edu.hk/s021562/EDD 5169D/ http://course.fed.cuhk.edu.hk/s021713/EDD 5169D/http://course.fed.cuhk.edu.hk/s021713/EDD 5169D/

42. END

43. Traditional Teaching Method Direct Instruction 直接講授法

44. 直接講授法 Direct Instruction  經常使用於傳統教學中。  較適合用於基礎能力的訓練, 其他如創造 力，解難等則以其他教學法較佳。

45. 環境因素 :  強調學習性的活動  教師主導  學習時間

46. 過程 建立學習目標 (Orientation) 講授 (Presentation) 結構性練習 (Structural Practice) 引導性練習 (Guided Practice) 個別練習 (Individual Practice)

47. 建立學習目標 (Orientation) 喚起相關的已有知識 討論教學目標 說明將要進行的工作方法 說明需用材料及步驟 建立整課的架構

48. 講授 (Presentation)  解釋或示範新概念或技能  將概念或技能以圖畫或表列型式表達出 來  檢查明白程度

49. 解釋 (Explanation)  較多解釋及示範時間  分成較小步驟  大量不同類型的例子  教師示範及文字說明  避免題外話及於某一話題花太多時間  重複解說困難之處  將概念或技能以圖畫或表列型式表達出來  清楚界定概念之屬性 ; 說明概念之定義或技 能之步驟

50. 答問 (Recitation) 教師檢查學生對所學材料的吸收程度 –1. 提問 (Questioning):  收歛性問題  令所有學生均有機會回答  大部份問題均在學生能力所及範圍之內  教師引導為主  減少與學習無關的問題 –2. 回饋 (Feedback):  即時改正錯誤，包括重教, 指出錯誤, 錯誤的原因  以知識性的回饋為主, 輔以適當的獎勵。

51. 結構性練習 (Structural Practice)  帶領學生 ( 小組或整體 ) 依指定步驟練習  學生答問  教師改正學生錯誤或增強正確行為  示範使用視覺輔助 ( 圖形或表列 )

52. 引導性練習 (Guided Practice)  學生半獨立練習, 教師巡視  教師改正學生錯誤或增強正確行為  示範使用視覺輔助 ( 圖形或表列 )

53. 個別練習 (Individual Practice)  學生獨立練習 ( 家課或堂課 )  延後回饋

54. 練習理論 塑造 (shaping) 結構性練習 引導性練習 個別練習 練習時間 : 較長及有動機的練習效果更佳 初學階段 : 適當指導可減少錯誤的發生及鼓勵 正確行為 適當分佈練習時間 : 分數次於一段時間內進行, 次數由密至疏 學生須達至一定掌握程度，方適合由一階段進 至另一階段

55. 優劣點 缺點 – 由上而下, 學生未 必能夠將新資訊 與己有知識整合 成為個入擁有 – 如果學生缺乏動 機, 則氣氛易變為 沉悶 優點 – 知識經教師消化 整理, 容易吸收 – 效率高 -- 較短時間 內定成學習 – 重點教授及練習

56. 資訊科技如何協助改善傳統教學 多媒體演示系統 ( 如 PowerPoint) -- 方便教 師備課, 加入各種提高學習元素. 多媒體 -- 聲音, 圖畫, 動畫以提高學習動 機 加入競賽, 遊戲成份, 以令學生更為投入