e 化創新教學趨勢
與教師專業發展的管道
林奇賢
探路者網路學習研究室
台南大學數位學習科技學系
linc@mail.nutn.edu.tw
0932-830451
有了台鐵，為何還要有高鐵？
就國內交通運輸而言
高鐵便是我們的 Disruptive Innovation
Disruptive Innovation
Whenever an industry gets
disrupted, people always
consume more, because it’s
more affordable, it’s simpler,
easier to access, to customize
to what they need.
a business professor
at Harvard University
What a wonderful thing, that
we would consume more
education.
The Culture of Schooling: Teacher Centric
Focused on the individual and does not promote collaboration
and communication between students
Makes limited use of digital resources and lacks adequate
network connectivity and power infrastructure.
Research shows that student learning
styles have changed
• Prefer multitasking and quick, non linear access to
information
• Are visually‐ oriented
• Are highly networked, interactive and social
• Increasingly mobile
• Have a low tolerance for lecture style teaching
• Prefer active learning rather than passive learning
• Rely heavily on communications technologies to access
information and to carry out social and professional
interactions
(Prensky 2001, Oblinger 2003)
Learning Spaces Framework
( Curriculum Corporation MCEETYA 2008)
Australian Education Ministers Council
Learner Centric Paradigm
New Learning Space: Flexible, Connected,
Collaborative, Multisensory, Graphic
Designing Learning Spaces for
21st Century Learners
Learning spaces in the 21st Century are both
physical and virtual.
A blend of physical and virtual environments.
http://www.instituteofplay.com/node/199
e 化創新教學趨勢
1. PBL
2. Virtual Learning
教師專業發展的策略
Studies reveal that (1) teacher-awareness of effective
technology applications, (應用 ICT 的能力) (2) availability of
teacher-mentors or other peer support (同儕輔導), and (3)
opportunities for educators to communicate with peers in
other schools and conferences (社群、教學觀摩) are among
the list of significant factors in successful professional
development programs (CARET, 2004; Lathem, 2005).
Community of Practice and Teachers’
Professional Development
Community of Practice: Set of Relations among Persons,
Activity, and World”
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral
participation. Cambridge, UK: Cambridge University Press. p.98
The concept of community of practice has become a major
theme of teacher education and professional development.
Web 2.0
Binary Content
Human Content
Participate in Two Communities of Practice Simultaneously
Learning Ecology
Virtual Learning Community
Physical (at workplace) Learning Community
PBL 課程設計、分享、教學應用環境、社群
台灣準備好了嗎？
當校園被迫關閉時，我們有第二個管道與空間
進行學習活動嗎？