新型態線上課程與實體教室之整合

1. 導引軟教室
新型態線上課程與實體教室之整合
Guided Soft Classroom— A new model for
integrating online learning into conventional courses
康仕仲
台⼤大⼟土⽊木系教授兼任副教務長
際數位學習設計發展分析研討會 2016/2/22, 逢甲⼤大學

2. MOOCs 是開放，是公開，是⼤大量量
還有⼀一個特性，就是無所不在的
從2013開始，我陸續在Coursera開了了7⾨門課，
已累積超過25,000名修課學⽣生，1,500⼈人完課
走到國際場合，也常有第⼀一次⾒見見⾯面的學⽣生認識我
每次睡覺前，想到還有有學⽣生在上課
都讓我開⼼心的入眠
『我上課，學⽣生睡覺』
變成了了
『我睡覺，學⽣生上課』

3. MOOCs 不只是開放，好傳播
還帶來來全新的可能性
2015年年起，我嘗試把MOOCs導入實體的課程，
發現MOOCs是新的教育場域，
所有既定思維都有機會打破，再進化，
學⽣生、教師、教材，課程、學習空間
都有重新定義的可能性

4. 教師專業＝聲如洪鐘 https://triangulations.wordpress.com/2011/12/26/was-jesus-a-great-teacher/
Education 1.0 Instructor

5. 教師專業＝板書⼯工整
Education 2.0 Classroom

6. 教師專業＝投影片製作
Education 3.0 Tech+Interaction

7. 教師專業＝影視製作+資料分析
Education 4.0 Network+Mobile+Social+Data

8. Flip Classroom
Soft Classroom
Guided Soft Classroom
Physical Classroom
2013
before 2013
2014
2015

9. Learning Environment
Student Computer Projector Broadcast System

10. Learning Environment
Student Computer Projector Broadcast System
Difficulties in teaching software
hard to follow individual differences repetitive demonstration

11. Learning environment
Student Computer Projector Broadcast System
hard to follow individual differences repetitive demonstration
Flipped classroom
video instructions in-class practices
Difficulties in teaching software

12. Studio 403

13. CAD/BIM Specialization
2015 June 15th
Online
Physical

14. Autocad fundamentals
Online
Physical

15. Assignment 2
Tai-Chi
(2D geometry)
Assignment 3
Isometric Projection
(3D drawing)
Online
Physical

16. Technical drawings
Plane view and elevation view of a 5-story apartment
Online
Physical

17. Online
Physical

18. Professional 3D Models
Online
Physical

19. 觀念念講述（可透過剪輯圖⽰示動畫，說明抽象概念念。redudancy principles）

20. 形成性測驗（透過影片穿插的問題，幫助學⽣生學習，也確認教材品質）

21. 軟體操作（製時利利⽤用加速，減速，達到觀念念建立和細節展⽰示的⽬目的）

22. Flip Classroom
Soft Classroom
Guided Soft Classroom
Physical Classroom
2013
before 2013
2014
2015

23. 有了了磨課師完整學習體驗，
包含觀念念、技術、測驗、互評，
學⽣生還要來來課堂嗎？
Online
Physical

24. 讓學⽣生投票選擇學習⽅方式
Option
Soft
Classroom
Hybrid
Classroom
Hard
Classroom
Attendance of
physical class
flexible flexible required
Learning
progress
checked
flexible required required
Soft
Online
學⽣生掌握學習主權

25. 學⽣生組成 2015, soft classroom
• Gender: 29 male and 7 female
• Year: 32 freshman, 1 junior and 3 senior
• Major: 32 civil r, 3 bioenvironmental, 1 Electronic
• The majority of students prefer hybrid (18) and
soft (15) classroom.
• After some discussions, the “soft classroom”
was selected as the official learning
environment.
Soft
Online

26. 學習教材都在線上平台，學⽣生⾃自⼰己排定學習時間與地點
Soft classroom 不需到教室上課
Soft
Online

27. 兩兩次期中考、⼀一次期末考必須到教室考試
Soft
Online
2015上學期⼯工程圖學期末考@台⼤大⼯工綜323教室
Soft classroom 考試再到教室

28. 研究⽅方法
問卷 焦點團體
Three times (after two midterm
exams and final exam)
Seven students before final
exam; with three students from
each group (hard, hybrid, and
soft, accordingly).
10-Likert question items,
following open-ended questions
Open questions of learning
experiences and reflections
Purpose:
Students’ ratings of the
favorability and effectiveness of
the soft classroom.
Purpose:
Further understand students’
perceptions and effectiveness
of the soft classroom.
Soft
Online

29. 三次問卷
• Survey were distributed three times in
the week of 6th, 10th, and 18th
• N1=N2=N3=36, 100% returned rate
• Five parts:
(1) students’ efforts put in this course
(2) the favorability over soft classroom
(3) the effectiveness of soft classroom
(4) learning strategies
(5) students’ reflections
Soft
Online

30. 喜好的學習⽅方式
in 1st 6th and 10th week
Soft
Online

31. 焦點團體
Gender Dept/Grade 1st week 6th week 10th week
M
Bioenvironmental/
Senior
Hybrid Soft Soft
F Civil/Freshman Soft Soft Hybrid
F Civil Freshman Soft Soft Soft
F Civil Freshman Soft Hard Hard
M Civil Freshman Hybrid Hard Hard
M Civil Freshman Soft Soft Soft
M Civil Freshman Hard Soft Soft
• Focused on students’ preferences, reflections and
other effective learning strategies they developed.
• Seven interviewees
Soft
Online

32. Code Gender Dept./Grade 1st week 6th week 10th week
A M Bioenvironmental System Engineering/Senior Hybrid Soft Soft
B F Civil Engineering/Freshman Soft Soft Hybrid
C F Civil Engineering/Freshman Soft Soft Soft
D F Civil Engineering/Freshman Soft Hard Hard
E M Civil Engineering/Freshman Hybrid Hard Hard
F M Civil Engineering/Freshman Soft Soft Soft
G M Civil Engineering/Freshman Hard Soft Soft
Soft
Online

33. Keep Soft:
“ The Soft is very flexible, I could arrange my learning
time, plan and space by myself. And it is really helpful
to use the odd moments. “ (Student C)
“ I had attended the online course in summer, which
was similar with the Soft classroom. The experience
helps me no suffer to be used to learning in this
course. “ (Student F)
C
F
Soft
Online

34. From Hybrid / Hard to Soft:
“ I chose the Hybrid at first, due to the lack of
understanding of Soft classroom. However, Soft let me
control my learning schedule which helps me learning
well. “ (Student A)
“ Once the course started by Soft classroom, this
learning method is easy for me, that I could finish all the
lectures online one week before the exam. “ (Student
A
G
Soft
Online

35. From Soft to Hybrid / Hard:
“ I would not follow the syllabus without regular check by
teachers. Weekly check could force me to complete the
course step by step.“ (Student B)
“The Soft gave me excuse to postpone the priority of this
course. I am lack of self-management ability; therefore, I
need Hard classroom to follow.“ (Student D)
B
D
Soft
Online

36. From Hybrid to Hard:
“ The Soft does not force me to learn and the Hard is too
strict to me; therefore, I chose the Hybrid first. After second
midterm, I could not complete all courses online by time, I
always start to learn three days before exam. I think the
students who like me need the Hard classroom to learn by
time. “ (Student E)
E
Soft
Online

37. 學習成效
與2014年年相比，學習成效提⾼高
0%
10%
20%
30%
40%
<25 25-30 45-50 50-55 55-60 60-65 65-70 70-75 75-80 80-85 85-90 90-95
2014 2015
2014 2015
Projects
(40%),
Coursera
quizzes
(25%),
homework
assignments
(25%), and
one midterm
exams (10%)
Assignments
on Coursera
(60%),
quizzes
(30%), and
one
construction
visit (10%)
Average
grade: 78
Average
grade: 85
SD: 14.06 SD: 9.72
* Grading methods are different due to the change of instruction method.
Soft
Online

38. 我們開始探索資料

39. 第⼀一次期中考
成績⾼高於平均者71.4%按照進度上線學習
考試項⽬目 成績 ⼈人數
按進度該週上線學習
5/5週 4/5週 3/5週 2/5週 1/5週 0/5週
第⼀一次期中考
(2D CAD)
平均以上 21 7 8 5 0 0 0
平均以下 16 2 7 3 3 1 0
Total 37 9 15 8 3 1 0
week1
week2
week3
week4
week5
⾼高於平均
低於平均
• 成績⾼高於平均共21⼈人，其中15⼈人(71.4%)在五週範圍中，
四週以上都有按進度上線學習
Soft
Online
該週上線學習

40. 第⼆二次期中考
成績⾼高於平均者76.2%按照進度上線學習
考試項⽬目 成績 ⼈人數
按進度該週上線學習
3/3週 2/3週 1/3週 0/3週
第⼆二次期中考
(2D CAD專題)
平均以上 21 7 9 5 0
平均以下 16 1 8 6 1
Total 37 8 17 11 1
week7
week8
week9
⾼高於平均
低於平均
• 成績⾼高於平均共21⼈人，其中16⼈人(76.2%)在三週範圍中，
兩兩週以上都有按進度上線學習
Soft
Online
該週上線學習

41. 41
學⽣生無法按照進度上線學習的原因...
“ I would not follow the syllabus myself without regular check by
teachers. Weekly check could force me to complete the course step
by step.“
“No checks gave me the excuses to postpone the priority of this
course.”
“ After second midterm, I could not complete all courses online by
time. I always started the learning progress three days before the
exam, which was a heavy loading. I think those students who like me
without the ability of self-management would need the Hard
classroom to follow. “
缺乏監督、⾃自我管控能⼒力力
Soft
Online

42. Flip Classroom
Soft Classroom
Guided Soft Classroom
Physical Classroom
2013
before 2013
2014
2015

43. 有些學⽣生不適應⾃自主學習
或是期中逐漸怠惰
導致學習效果不佳
他們是誰？
該如何引導？
Soft
Online

44. 2016上學期導入「引導軟教室」
Year 2014 fall 2015 fall 2016 fall
Option
Flipped
Classroom
Soft
Classroom
Guided Soft
Classroom
Attendance of
physical class
required flexible required
(guided students)
Learning
progress
checked
required flexible
required
(data-monitoring)
Guided
Soft

45. 45
• Gender: 30 male and 11 female
• Year: 33 freshman, 2 sophomore, 4 juniors
and 2 senior
• 33 major and 6 double-major or minor in Civil
Engineering, 1 Architecture, and 1 Material
Science
Guided
Soft
學⽣生組成 2016, guided soft classroom

46. Guided
Soft
以⼩小組的形式，教師近距離瞭解學⽣生⾃自我期許、學習策略略，
並與學⽣生共同訂定個⼈人化的學習契約。
引導軟教室-期初訪談瞭解學習模式

47. Guided session on Nov. 2, 2016 at Computer classroom, NTU
Guided
Soft
引導軟教室-引導進度落落後學⽣生
學期中以學習進度的Data為基礎，了了解學習落落後原因，適時引導

48. Guided session on Nov. 2, 2016 at Computer classroom, NTU
Guided
Soft
三次實作測驗，在實體教室考試
引導軟教室-考試再到教室

49. 學⽣生⾃自主學習，課堂時間彈性運⽤用
⾃自由參參加之⽣生涯規劃

50. ⼯工程參參觀（台⼤大癌醫中⼼心BIM展⽰示）
學⽣生⾃自主學習，課堂時間安排校外參參訪

51. 發展系統化的⽅方式，找到輔導對象。
D-V-J Model
Guided
Soft
Data-Visualization-Judgement

52. Course
Content
52
Who should
be guided?
How to guide?
LPM Diagram
Data Model
Construction
Data Model Visual Explorer Human Judgment
Online
Learning
Database
Student
Information
Course
Information
Course
Progress
找出需要引導學⽣生的三步驟D-V-J Model
Guided
Soft

53. 53
Data model-V-J
資料整理理（學⽣生＋課程＋進度）
Student information
• student_id
• taiwan_user_id
• name
• gender
• year
• major
• grades
Course progress
• taiwan_user_id
• course_id
• course_item_id
• course_progress_
state_type_id
• course_progress_ts
Course information
• course_name
• course_week
• course_lesson_id
• course_item_id
• course_lesson_name
• course_item_name
• student_id
• course_progress_
state_type_id
• course_progress_ts
• course_name
• course_week
• course_lesson_name
• course_item_name
Guided
Soft

54. 54Learning Progress Matrix(LPM) Diagram
綠⾊色 該教材內容有被開啟，並完成學習
黃⾊色 該教材內容有被開啟，但並未完成學習
⽩白⾊色 該教材內容尚未被開啟
D-Visual Explorer-J
開發視覺探索⼯工具(LPM)
Guided
Soft

55. 55
Who should be guided?
Behind
progress?
Yes
No
How many
weeks behind?
No guiding
End of loop
Guided last
week?
Learning progress
this week?
┼ ┼
no match
Guiding
match
Match the criteria of guided indicators?
End of loop
D-V-Human Judgement
發展判讀⽅方式
Guided
Soft

56. 56
Who should be guided?
How to guide?
Behind
progress?
Yes
No
How many
weeks behind?
No guiding
End of loop
Guided last
week?
Learning progress
this week?
┼ ┼
no match match
Match the criteria of guided indicators?
End of loop
Expressing the
individual data
Probing the reasons of progress behind
Understanding Resources Suggestions
Guiding
找出需要引導學⽣生的第三步
D-V-Human Judgement
Guided
Soft

57. 57LPM of Engineering Graphic Course in week8
實例例：找出需要引導學⽣生(D-V-J)
Guided
Soft

58. 58LPM of Engineering Graphic Course in week8
實例例：找出需要引導學⽣生(D-V-J)
Guided
Soft
I. 落落後進度2週：1, 19
落落後2週

59. 59LPM of Engineering Graphic Course in week8
實例例：找出需要引導學⽣生(D-V-J)
Guided
Soft
I. 落落後進度2週：1, 19
II. 落落後進度1.5週： 2, 10, 11, 13, 15, 17, 24, 27, 28, 33,
34, 38 and 39
落落後1.5週

60. I. 落落後進度2週：1, 19
II. 落落後進度1.5週並最近⼀一週都未上線學習： 2, 10, 11,
13, 15, 17, 24, 27, 28, 33, 34, 38 and 39
60LPM of Engineering Graphic Course in week8
Guided
Soft
實例例：找出需要引導學⽣生(D-V-J)
2. 落落後1.5週且最近⼀一週都未上線學習學⽣生
1. 時間設
定為最近⼀一
週(week8)

61. 61LPM of Engineering Graphic Course in week8
實例例：找出需要引導學⽣生(D-V-J)
Guided
Soft
I. 落落後進度2週：1, 19
II. 落落後進度1.5週並最近⼀一週都未上線學習：10, 15, 24 and 34
第8週需要被引導的學⽣生：6位

62. 60.00
65.00
70.00
75.00
80.00
85.00
90.00
95.00
midterm 1 (A) midterm 2 (B ) final (C )
2015 AVG 2016 AVG
intake
interview
62
Guided Phase
執⾏行行「引導」後，學⽣生成績有效提升
Guided
Soft
與2015年年相比，引導介入後學習成效提⾼高
（資料來來源：2015年年Soft classroom與2016年年Guided soft classroom實⾏行行班級考試成績）

63. 63
1) Intake interview 2) Survey
One time for all students (before first
midterm)
Three times for all students (after two
midterm and final exam)
Briefly understand the learning goal
and learning behaviours of
students. Students assign the
contracts(commitment).
Students’ rating of the favourability
and effectiveness of guided soft
classroom
Guided
Soft
3) Guided phase 4) Focus group interview
Guided students
Special or successful cases in both
guided and non-guided experiences
Document the reasons of progress
behind and the guiding suggestions
Further understand students’
perceptions and experiences of
guided soft classroom
研究資料收集

64. 0
5
10
15
20
25
30
35
40
Soft Classroom Guided Soft Classroom Hard Classroom No vote
6th week 10th week 18th week
64
Voting from survey 6th week 10th week 18th week
Soft Classroom 0 5 1
Guided Soft Classroom 36 30 36
Hard Classroom 3 5 3
No vote 1 0 0
對引導軟教室的喜好程度較其他選項⾼高
Guided
Soft
（資料來來源：2016年年Guided soft classroom實⾏行行班級三次問卷收集）

65. 90-100
32% 80-90
37%
70-80
22%
60-70
7%
60
2%
65
The reasons of the “unsatisfied” :
“I should practice more and more.”
“I should improve my skill of time management.”
Guided
Soft
（資料來來源：2016年年Guided soft classroom實⾏行行班級三次問卷收集）
引導軟教室下，學⽣生⾃自評表現分數⾼高

66. The feedback from students among guided sessions
• Reason of progress-behind is inefficient management of time
66
Guided session on Nov. 2, 2016 at Computer classroom, NTU
“I join the school team which
took me too much time;
therefore, I don’t have time to
learn online.”
“Heavy loading in the midterm
period, we had 7 midterms in 2
weeks. I chosen to study the
subject which was more urgent.”
Guided
Soft
落落後學習進度的原因：時間掌控度較低
（資料來來源：2016年年Guided soft classroom實⾏行行班級引導訪談紀錄）

67. The feedback from students among guided sessions
• Guided soft classroom delivered an appropriate learning
model for university students
Guided session on Nov. 2, 2016 at Computer classroom, NTU
67
“The guided soft classroom gave
me a remedy for the delayed
issue when I was behind progress”
“I could learn as many times as I
want to clarify the ambiguous or
misunderstanding course content
in the learning platform.”
“The guided session gave me
minor pressure to catch up with
the learning progress”
Guided
Soft
（資料來來源：2016年年Guided soft classroom實⾏行行班級引導訪談紀錄）
引導軟教室成功要素：可補救、重複學習

68. ⼼心得⼩小結(1/2)
=無所不在的教學資料
=無所不在的紀錄
=即時深度的分析
=適時介入學習歷程

69. ⼼心得⼩小結(2/2)
=個⼈人化⾃自主學習
=更更親密師⽣生關係
=更更豐富的課程

70. 謝謝聆聽，敬請指教
康仕仲
台⼤大⼟土⽊木系教授兼任副教務長
sckang@ntu.edu.tw
sckang.caece.net