在智慧型教學系統中建立符合教學需求的動態適性化課程

Abstract

隨著網路學習的普及，許多網路學習相關標準被制定。在這些標準中，SCORM是最廣泛採用的一個。它包含了其它標準，諸如IMS, IEEE LOM。SCORM包含了Content Aggregation Model，用來定義學習資源如何組成樹狀的結構。這個樹狀結構在邏輯上可視為一章或一節。SCORM也包含了Simple Sequencing，用來定義如何在樹狀結構中導引學生的學習。然而，SCORM卻缺乏樹狀結構之間的關係定義，因此教師必需以人工將這些樹狀結構組織成固定式課程。在本篇論文中，我們提出一個新的模型－教學活動模型來解決這個問題。這個模型伴隨半自動化的課程編排，將可以大幅減輕教師組織課程的負擔。我們所產生的課程稱為動態課程，意指章節不具有一定的先後順序，而以最適合每一位學生的需求作調整。教學活動模型適用於一般性教學，我們可以利用擴充機制導入教育理論以符合特殊教學需求。這個模型以及相關的演算法具有半自動化特性，可以減輕教師的負擔；它們也具有動態課程編排特性，可以提供更合適的教材給學生；此外，它們更具有擴充性，可以應用於多種情況下的教學。

As web-based learning becomes more and more popular, lots of e-learning standards have been developed. Of all the existing e-learning standards, Sharable Content Object Reference Model (SCORM) is currently the most popular one. It includes other standards such as IMS and IEEE LOM. SCORM contains Content Aggregation Model, which defines how to organize learning resources into a tree-like structure. This tree-like structure can be logically a section or a chapter. It also contains Simple Sequencing, which defines how to traverse the tree-like structure while students learning. However, SCORM is lacking in inter-relationship among the tree-like structures, so that teachers have to sequence them manually in static order. In this thesis, we propose a novel model, instructional activity model (IAM), to solve this problem. The sequencing based on IAM is a semi-automatic process which greatly reduces teachers’ load. What generated by this process is a dynamic course, which means that there is no predefined ordering of those tree-like structures. IAM is a general-purposed model and can be applied by different pedagogical theories for specific need by extension mechanisms. IAM with its corresponding algorithms ease teachers’ load because of its semi-automatic property; they provide tailored courses for students because of its dynamic sequencing property; moreover, they are applicable under various circumstances because of its extensible property.