|標題:||從Web 2.0到Web 3.0：資訊科技對學習動機、歷程與評量的影響---總計畫|
Learning from Web 2.0 to 3.0---Impacts of Information Technology on Motivation, Process, and Evalution
Contemporary information technology has entered students’ daily life in a swift and pervasive manner. Various open and free-to-use tools for information retrieval or recommendation are thus introduced to learning processes in a natural way. However, most of such frequently employed tools are not designed for learning in particular, the characteristics of both learners and learning processes are not taken into serious account. Therefore, they bring assistances and drawbacks at the same time. For instance, on the one hand they may help students feel smooth in their problem-solving processes, but on the other hand they may result in students’ dependence on such tools and putting less effort in solving problems on their own. From both viewpoints of cognitive/learning processes and knowledge structures as a result of learning, the impacts of such information tools and services are huge and deep, they should be investigated for better understanding and design of digital learning assistance. This joint project will take a learning-assisting angle to study web-based information tools, especially focused on three types of services, search, tagging and annotation, they serve different purposes but sometimes overlap with each other. We will cover varied media forms including text, images, and video so as to reflect the daily-life media usage of contemporary learners. The influences of the tools on learning will be investigated thoroughly before our designing assistant activities and new tools to help learners for better learning. Some information tools already bear the functionality of meta-cognition and should be taken into account so that teachers can make use of such handy tools for triggering students’ reflective learning. Moreover, how individual learners apply their distinguished prior knowledge to interact with information services and social media on web and form their unique problem-solving experiences is another emphasis of this project, based on that we will propose design suggestions for personalized learning tools. This project will form a joint task force of scholars from psychology, education and information technology and cover research dimensions of cognitive theories, learning theories, technology usage analysis, learning system design, and meta-cognition. In this three-year project we will investigate the above issues in a tightly-coupled collaborative way to better understand how contemporary information technology shapes the problem-solving processes in specific and learning in general of learners who have varied motivations, cognitive styles, and cooperative models, and propose a systematic evaluation framework web-based information tools in terms of learning and our design suggestions.