Forging a Template of MOOCs Course Development Experience in Taiwan Higher Education

[[abstract]]With the development of Internet technologies, many school courses are put on the internet. However, high-quality online courses can be scarcely found in the fields of education or business training system. In order to provide learners with high-quality online courses, this paper intends to put forward some templates for the stage of designing online courses. Moreover, this paper shares the experience in producing the Internet of Things course. Accordingly, the purposes of this paper are: (1) to suggest the templates which may be beneficial to course designs, (2) to give a case example to guide the course development. Due to the limited time and expenses, the paper simply gives a direct and a mastery learning templates as examples. The results indicate that the templates would help team members to communicate and cooperate with one another during course-developing periods. The significance of this paper is to offer guideline for those who intend to produce high-quality online courses. paper must have an abstract. The abstract should be self-contained and understandable by a general reader outside the context of the paper.[[sponsorship]]ITS2014[[incitationindex]]EI[[conferencetype]]國際[[conferencetkucampus]]淡水校園[[conferencedate]]20141210~20141212[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]淡水, 台

THE STUDY OF ADOPTING PROBLEM BASED LEARNING IN NORMAL SCALE CLASS COURSE DESIGN

[[abstract]]This study adopts the Problem Based Learning (PBL) for pre-service teachers in teacher education program. The reasons to adopt PBL are the class scale is not a small class, the contents are too many to teach, and the technologies are ready to be used in classroom. This study used an intermediary, movie, for scenario to student to define the problems and to search for information in order to report their findings. Since this is not a required course, more than ten people took this course. Therefore, adopting PBL, the groups using, in the normal scale class in higher education is another modification. The purposes of this study are to evaluate this adopting PBL processing and to find the chance to improve the PBL course design. The methodology of this study is the text mining with KeyGraph technology. Thirty seven pre-service teachers’ feedbacks are analyzed. The feedbacks were from those students who finished three cycles of the PBL processing. Two of the cycles of the PBL processing are the students learning educational special topics by themselves. The last cycle of PBL processing is to train the pre-service teachers how to run the PBL course in the future. The results indicate that the important factor is “discussion” and rare and important factor is “movie” (intermediary) for adopting PBL course.[[sponsorship]]ICEduTech 2014[[incitationindex]]EI[[conferencetype]]國際[[conferencetkucampus]]淡水校園[[conferencedate]]20141210~20141212[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]淡水, 台

Qualitative Text Mining in Student’s Service Learning Diary

teacher education[[abstract]]Since Harvard University emphasized the important characters of college students, the service learning courses or activities is driving in educational system especially in higher education in order to building up the students global caring characters. This paper used the text mining technology to analyze the diary of the pre-service teachers attending the service learning activities. The purpose of this paper is to appear and analyze the service learning activities in order to finding out the learning outcome of students as well as providing a reflection of the service learning activities. The significance of this study is to provide a reflection and strategy form the practical data driven and using qualitative text mining technology. In other words, this study combined the Ground theory and text mining technology to find a storyline for reflection and to suggest some rare and important factors for improving the service learning activities.[[sponsorship]]National University of Kaohsiung[[conferencetype]]國際[[conferencedate]]20120926-20120928[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]Kaohsiung City , Taiwa

The KeyGraph Perspective in ARCS Motivation Model

[[abstract]]This study examines the learning motivation by means of the traditional ARCS questionnaire and the new technology KeyGraph method. The purposes of the study are to provide pictures of the ARCS model in scenario map format, to supple information in facts and in possible chances, to identify the important elements of each factor in the ARCS model in four scenario maps, and to suggest the possible chances. This collects the data by ARCS questionnaire and analyses the data with the KeyGraph method. The six scenario maps provide the research results. The six scenario maps reveal the learner motivation information and the possible chance to teachers or the instructional designers. The significances of this study are not only in theory, enriching the ARCS motivation model theory and extending the application of the KeyGraph method, but also in practical education system, indicating the feedback and providing the suggestions.[[conferencetype]]國際[[conferencedate]]20060705~20060707[[booktype]]紙本[[iscallforpapers]]Y[[conferencelocation]]Kerkrade, The Netherland

Exploring Cognitive Difference in instructional outcomes using Text mining technology

[[abstract]]Instructional outcome is an important part of instructional design theory which is hard to evaluate during education setting, especially, for attitude learning outcome. Traditionally, the most famous research method in attitude learning outcome is interview with open questionnaire. The drawback of interview method is the number of subjects is quite limited. This drawback can be improved by using new technology of text mining. Objective of this research is to find if there is any difference in cognitive learning for students from different backgrounds using text mining technology. The research is performed in three phases. First, documents of fifty four students concerning their thoughts after watching the film “Moon Child” were collected. High frequency terms were sifted from all terms to form the main thoughts of each and all documents. In the second phase, chaos theory was applied to divide these thoughts into two levels, basic concept level and attribute level. The main thoughts and each level of the main thoughts were visualized in network form and regarded as cognitive concept map. Finally, Average Path Length of cognitive concept maps were computed and analyzed. Experiment results indicate for students from different background, there is significant difference in their cognitive learning outcome. This result should be valuable for instructional design theory and can be served as an alternative in evaluating instructional outcome in the near future.[[conferencetype]]國際[[conferencedate]]20061008~20061011[[booktype]]紙本[[iscallforpapers]]Y[[conferencelocation]]Taipei, Taiwa

Effective Use of Online Video Cases in a Technology Course for Pre-service Teachers

[[abstract]]The purpose of this study was to investigate the effective use of online video cases in a technology course for pre-service teachers. According to the topics covered in the course, video cases were selected, analyzed, and discussed. A questionnaire on perception of technology integration was administered as a pre and post-test. A second uestionnaire was administered in the final session to evaluate the degree of benefit from different type of activity implemented in this course. The results showed statistically significant effects of the technology course on pre-service teachers’ perception toward technology integration, especially in perceived abilities and usefulness. The activity of software demonstrations and exercises had the highest degree of benefit among all the activities although pre-service teachers did highly recognize the use of video cases. Accordingly, strengths and limitations of online video cases in technology training for pre-service teachers were discussed and relevant suggestions were provided at the end[[sponsorship]]IACSIT[[conferencedate]]20110715~20110716[[booktype]]電子版[[conferencelocation]]長春, 中國[[countrycodes]]CH

Examining the motivational effects of using a VCS system in a technology course for pre-service teachers

[[abstract]]The purpose of this study was to investigate the motivational effects of a web system of video cases studies (VCS) in a technology course for pre-service teachers. A Chinese version of Keller’s Course Interest Survey (CIS) was administered at the end of the course and two sessions of follow-up interviews were conducted. The results indicated that the authentic video cases covering various teaching subjects and demonstrating diverse technology applications were able to stimulate student motivation, especially on the categories of attention and satisfaction; while the categories of relevance and confidence were found relatively lower. Based on the results, suggestions for increasing the motivational effects of applying the VCS system were provided at the end.[[sponsorship]]IAFOR Japan[[conferencetype]]國際[[conferencedate]]20110610~20110612[[booktype]]電子版[[conferencelocation]]Osaka, Japan[[countrycodes]]JP

The effects of applying a VCS system on pre-service teachers’ competencies for technology integration

[[abstract]]To support technology integration into instruction, a web system of video case studies (VCS) has been developed for pre-service teachers, and implemented in the course of “Computers and Instruction” during the spring semester of 2009. A self-developed survey and group interviews were used to investigate its learning effects. The results from the survey indicated that the participants highly appreciated the use of the VCS system for professional development especially in observation skills, flexibility on applying technology, multiple use of technology, and multiple perspectives in dealing with teaching problems. Furthermore, the results from the interviews revealed that the participants began to think seriously about applying technology in their teaching subjects, obtained various ideas of technology use, acknowledged the benefits of technology use, and at the same time, became more thoughtful about applying technology in the teaching field.[[sponsorship]]Association for the Advancement of Computing in Education (AACE)[[journaltype]]國外[[conferencedate]]20100517~20100520[[booktype]]電子版[[conferencelocation]]Penang, Malaysi

提升師資生協同學習實地教學之能

[[sponsorship]]淡江大學師資培育中心[[conferencetype]]國內[[conferencetkucampus]]淡水校園[[conferencedate]]20150523~20150523[[booktype]]紙本[[iscallforpapers]]Y[[conferencelocation]]新北市, 台

Team-Teaching Approach for the Roles of E-learning Instructors

[[abstract]]This paper investigates the efficacy of a team teaching, TT, model applied to an e-learning or online program, ‘Life in Cyber Space’ intended for in-service elementary and secondary teachers based in remote areas of Taiwan in the hope that university professors may be motivated to provide web-based program. Four university professors from different specialties participate in the study as e-learning instructors. The outcomes indicate that not only the learners, who are the school teachers, are highly interested in the program, but also the instructors, who are the university professors, consider TT model to be effective in reducing the teaching load in this online program[[sponsorship]]AACE[[conferencetype]]國際[[conferencedate]]20080630~20080704[[booktype]]電子版[[iscallforpapers]]Y[[conferencelocation]]Vienna, Austri