翻轉學習的四大基礎— Four Pillars:F . L . I . P
Flexible Environments(彈性的學習環境)
Learning Culture(不同的學習文化)
Intentional Content(更明確的內容)
Professional Educators(更專業的教師)
-----------------------------
能仁家商翻轉教育講座
18. 4C/ID-model
Learning Tasks
Part-task practice
Supportive Information Just-in-time Information
Prof. dr. Jeroen J. G. van Merriënboer
Full professor of Learning and Instruction
Maastricht University, FHML
Dept. of Educational Development and Research
Maastricht, The Netherlands
http://www.tensteps.info/
在2014國際認知負荷理論論壇,與
4C/ID-Model知名學者Jeroen van
Merriënboer (Maastricht
University, Netherlands) 合影留念
22. 科技 vs. 個人化學習
─全球五大學習趨勢: 主動、合作、適性、有效、公平
22
確認資源促使深化學習
適性支援個別化學習
結合數據能即時回饋
改善內容與流程評鑑
尋找學習資源供選擇
Expanding Evidence Approaches for Learning in a Digital World ─
U.S. Department of Education Office of Educational Technology. 2012
27. SME-Based線上訓練發展
─敏捷式開發:數位教材、錄音、錄影,利用現有資源 & 社群
Evaluate
DesignDevelop
Start End
• 內容數位化
• 發佈上傳
• 教學實施
• 學習成效評鑑
• 修正與改善
27
SAM :An Agile Model for Developing the Best Learning Experiences
(ASTD, 2013)
Begin with a quick evaluation (analysis)
of the situation, need, and goals.
Quickly, but with thought, prepare
a rough design for discussion.
Prepare prototypes using whatever
tools can quickly provide a sense of
the design idea in application.
29. Agile Design Thinking
Innovation Flipped Learning & Analysis—以終為始、學習分析、數據驅動
A D D I E
29
D D
E
教 學 設 計 要 讓 學 教 ( 移 轉 ) 更 好 ? !
“Transformation & Scale”
以問題導向(成果)的教學與學習?!
34. SME-Based線上訓練發展
─敏捷式開發:數位教材、錄音、錄影,利用現有資源 & 社群
Evaluate
DesignDevelop
Start End
• 內容數位化
• 發佈上傳
• 教學實施
• 學習成效評鑑
• 修正與改善
34
SAM :An Agile Model for Developing the Best Learning Experiences
(ASTD, 2013)
Begin with a quick evaluation (analysis)
of the situation, need, and goals.
Quickly, but with thought, prepare
a rough design for discussion.
Prepare prototypes using whatever
tools can quickly provide a sense of the
design idea in application.
35. 35
classroom e-learning m-learning u-learning
Exploration
Experience
Excitement
Empowerment
+ Learning
O2O II : Online to Offline
+ Outcome to Outcome
CloudsWeb 3.0
fx (ALBITER)=IFLA (EdTech, Flipped, LA) Ta-Ming Chang (Oct, 2016)
ALBITER 歐倍特-培育數據雲
Cloud & Web App
36. Business Goal &
Transformation
LSTP
(Level 3-4-5)
Learning
Smart
Smart
Training
Training
Performance
LSTP, Learning Smart Training Performance-Design by Ta-Ming Chang
LSTP
(Level 1-2-3)
學的好 & 教的棒 -
訓練績效看的見
36
Level 1
學到
賺到
得到
做到
問卷-滿意度(外)
能力自評 & 前後測
做 & 產出
績效、商業影響
效益-營收、
成本、社會責任
人到
準備度自評(內)
Input & Process
Micro
Micro
Macro
Mega
Kirkpatrick's four-level evaluation framework (update) + ROI and
Kaufman & Keller’s five levels of critical organizational concern and evaluation.
Point 5 Strategy
Level 1-Reaction, Satisfaction, and
Planned Action
Level 2-Learning
Level 3-Application
Level 4-Business Impact
Level 5-ROI、CSR
Vision &
Mission
1
2
3
4
5
0心到
( 進 入 策 略 )
6
Readiness
Skill Level-
1.Expert (專家)
2.Proficient (老手-精通)
3.Competent (勝任者)
4.Advanced Beginner
(中手-高級初學者)
5.Novice(初學者)
Level 0-Level 0
84. ALBITER Mind Map
Designed by Ta-Ming Chang & Roger Lo , 2015/9ABC.LSTP redoubles Big Data T+D Service Guide for Instructor
A L B I T E R ─ 推 動 學 教 移 轉 中 心 的 六 項 動 力
ABC.LSTP redoubles Big Data T+D Service Guide for Instructor
1
2
3
4
5
6
你感受過這樣的動力感覺嗎?
84
121. Digital Business
(Data Enterprise)
Digital
Transfor-
mation
The Talent
Economy
The Waves of Business Analytics
• Today-The Talent Economy
• 1970s~80s-The Customer Economy and Web
• 1950s~60s-The Financial Economy
• Early 1990s-The Industrial Economy
Big Data in HR: Why it‘s Here and What it Means (Bersin.com,2016)
五大創新產業
與新農業、循環經濟,
以數位經濟為底層,
由此實踐軟硬結合
Digital Transformation Business
Benefits
• Capturing new market
opportunities
• Improved customer experience
• Streamlined business operations
• Extending the reach of the
company
10 Networking Priorities for Digital Transformation (Zeus Kerravala Research, 2016)
127. None of the five levels have experienced a
statistically significant change in usage since
2009.
ATD_Research_Evaluating_Learning_Getting_to_Measurements That Matter (2016)
Level 1
Level 4 & 5
Level 2
Level 3
128. Ideally, evaluation efforts should provide
insights that can be acted upon to drive
improvements in the effectiveness of learning
programs and the success of the business as a
whole.
ATD_Research_Evaluating_Learning_Getting_to_Measurements That Matter (2016)
130. 機器學習 Machine Learning
一個電腦程序從經驗E至學會,
針對某類任務T和性能指標P,
如果在T中的任務性能,
按P測量,提高了有經驗的E。
A computer program is said to learn from experience E with respect to
some class of tasks T and performance measure P if its performance at
tasks in T, as measured by P, improves with experience E.
130
Tom M. Mitchell, WIKI
另一個定義:機器學習目標是要電腦編碼運用舉例的資料,或過去的經驗來
解決已知問題。 麻省理工學院
https://en.wikipedia.org/wiki/Machine_learning
131. 知識傳達 vs 能力傳授
徒:請問…師傅,您真是了得!
師:飯可以亂吃,問題不可以亂問!?
Association for Talent Development(from ASTD T+D Magazine April 2016)
一個電腦程序從 [E] 至
學會,針對 [T] 和 [P],
如果在 [T] 中的任務性
能,按 [P] 測量,提
高了有經驗的 [E] 。
E:根據知識、技能與經驗提問問題
P:部屬問題闖關及格通過率
T:部屬要對提問解決問題並回答
139. 139
Complex Learning Evaluation
E (Efficiency) P (Performance) R (Mental Effort)
Performance: STD02=STD04=STD06
Mental Effort: STD04<STD06<STD02
If
Performance: STD013>STD07>STD08
then
Efficiency : STD04>STD06>STD02
Work-Example A P, R, & E : Z score (Standard Score).
141. 1 One: one team with one Goal, face to one
real problem.
5& 7Five & Seven: seven members in a
cooperative team, representing expert,
instructor, facilitator, partner, and beginner.
3 Three things: Question, Action, Sharing
SIAO157
141
143. Preparation
Needs Assessment
Design & Development
Tools & Arrangement
Development
Brain Storming & Dialogue
Design Thinking & Dialogue
with yourself
Dialogue more, Think
Deep, and Bring Challenge
Formative Evaluation
Implement
Problem Solving Practice
Summative Evaluation
143
Proposed Approach
SIAO157 Group Learning Framework
144. 3.Tools &
Arrangement
•There are some tools, like poster,
score boards, and cards; workshop
arrangement is proper in
classroom.
2.Design &
Development
•Experts & instructors follow the
goal of the SIAO157, design and
develop the integration learning-
task including question scenarios
and problem solutions.
1.Needs
Assessment
•One: one team with one Goal, face
to one real problem.
•Five & Seven: seven members in a
cooperative team, representing
expert, instructor, facilitator,
partner, and beginner.
144
I.SIAO157 Preparation Session
145. 4.Formative
Evaluation
•Members could challenge any problem
of the others', and follow complex
learning process to assess the
questioning, answering, and finding
supportive information. Finally,
evaluate the E (Efficiency), P
(Performance) and R(Mental effort).
3.Dialogue more,
Think Deep, and
Bring Challenge
•Members develop question or/and
answer it, or/and find supportive
information through bringing
challenges to others, getting good
ideas, sharing chances.
2.Design Thinking
& Dialogue with
yourself.
•First, instructor introduces complex
learning process and the learners have
to (1.) face the problem, (2.) create
solution or ask for support, (3) do the
research and find supportive
information, (4.) solve the problems.
Complex learning makes you
remember more, think deeper and
apply better. Ready for designing
question and answering from a good
idea.
1.Brain Storming &
Dialogue.
•The members follow instructor’s lead,
make brain storming and dialogue with
others, alone and together. Everyone
can use What, Why, If-then cards, get
more ideas and information from
providers. Find yours ideas and assess
them, and finally find yours best ideas.
145
II.SIAO157 Development Session
146. 2.Summative
Evaluation
•Members apply the results of sharing
from previous session, and challenge
one real learning-task (at least eight
learning-tasks in a set) toward the other
groups, follow complex learning process
to strengthen the depth of learning and
get a learning map by evaluating their
ability and competency.
1.Problem Solving
Practice
•Using the results of development
session, a new learner can use SIAO157
materials and resources, for example,
questions (learning-task), answers,
supportive information, partners
support, and advisor’s help.
146
III.SIAO157 Implement Session