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Educational Projects

111-113 MOE Intiating General Education Renaissance Mid-term Plan, the First Phase

Sub-Project 4:Information Technology Literacy Development, PI, 2022.6 - 2024.7

This sub-project promotes four major themes: diverse computational thinking, quantitative analysis literacy, integrated software creation, and computational expression understanding, all guided by the concept of “self-awareness and collaborative interaction for the good.” These themes incorporate humanistic elements into the general education curriculum on information literacy and work in conjunction with sub-projects 4-1 and 4-2 to achieve the following objectives:

  1. Foster an environment that values information technology literacy
  2. Demonstrate the exemplary learning effects of information technology literacy education
  3. Enhance students' information technology literacy and programming skills
  4. Connect with high school education to deepen literacy in line with the twelve-year national education program

109-111 MOE Programming Learning for University Students, Phase 2

PI, Sub-Project 3: Web Development and Cross-disciplinary Integration Promotion 2020.8 - 2022.7

Our team has gone through the stages of “situation analysis,” “strategic planning,” “curriculum development,” and “trial teaching improvements” to create relevant teaching and experimental materials for non-IT major students using the Web as a medium for learning programming. These materials include basic JavaScript modules, advanced JavaScript modules, web technology modules (including HTML, CSS, jQuery, DOM, and Bootstrap), and advanced project application modules. The primary goal of this phase is to expand, deepen, and promote the already developed teaching materials. Additionally, as mentioned in the previous section, this sub-project has several important promotion goals.

Firstly, from our previous experiences, we found that even though students understand syntax and structure, they still find it challenging to integrate and utilize these components to develop the necessary applications. This indicates a teaching gap between learning syntax and developing application systems. Preliminary research and reference to international literature have shown that this issue is particularly severe for first-time programming learners, and the solution unanimously points to enhancing “code reading” skills. Traditional programming education focuses more on writing rather than reading code. However, in practice, whether it is for observing, maintaining, or reusing existing code, the ability to read and analyze code is crucial. This forms the first key promotion goal of this sub-project.

Secondly, the 108 Curriculum Guidelines, which integrate information (technology) related knowledge into primary, middle, and high school education, have been implemented for nearly a year. Students at all levels will have significantly improved information literacy. In about two years, universities will welcome the first batch of students with higher information literacy, who have grown under literacy-oriented teaching strategies. These students are not accustomed to traditional learning methods that rely solely on lectures, listening, and exams. Instead, they prefer learning new knowledge through group interaction, discussion, and hands-on practice in small learning communities. Therefore, the second promotion goal of this sub-project is the “development of small autonomous learning communities.”

Lastly, the COVID-19 pandemic in 2019-2020 has had a significant impact on all industries, making it more apparent that information literacy is indispensable regardless of the field. However, current teaching materials are primarily designed for traditional IT students, focusing on comprehensive syntax introduction and sequential courses to gradually develop complete system implementation skills. For non-IT students with existing professional knowledge in other fields, this approach may not be appropriate. Customizing the teaching materials to ground programming education in various fields to meet professional needs and using expressions acceptable to students from different disciplines is a challenge that has been largely overlooked. Thus, the third key promotion goal of this sub-project is the “development of field-specific grounded modules.”

The main execution methods of the project include continuously improving the teaching materials modules in terms of evaluation and deepening, as well as researching, developing, and promoting important promotion issues in each sub-project.

107-109 MOE Programming Learning for University Students, Phase 1

PI, Sub-Projectd 3: Supporting Teaching of Web Technologies 2018.5 - 2020.7

Today's university students are typical members of the “Internet generation,” with those aged 18 having been born after 2000. During their growth, Taiwan has developed a comprehensive internet infrastructure, making the use of computers or mobile phones to access information through web browsers an integral part of their daily lives. Therefore, using the Web as a medium for learning programming, as opposed to learning a specific programming language in isolation, offers higher affinity and practicality for learners, thereby enhancing their motivation to learn. However, the learning process also necessitates acquiring additional knowledge beyond the programming language itself. This is especially true for backend web programming, which involves understanding HTTP communication protocols and databases, posing significant challenges as an introductory programming course.

To achieve excellent teaching outcomes, four conditions are typically required: 1. Guiding students to foster strong learning motivation, 2. Providing appropriate teaching materials tailored to students' levels, 3. Ensuring teachers have in-depth knowledge and effective teaching skills, and 4. Creating a conducive learning environment, including adequate teaching and laboratory facilities. The first condition will be supported by the main project and the common needs team, while the fourth condition is more related to the hardware and software infrastructure of each university and should be addressed by schools receiving subsidies from the Higher Education Sprout Project, using project funds to improve the teaching environment. Our team will assist with the second and third conditions.

In the first year of the project, the focus will be on developing, piloting, and evaluating teaching modules. During this stage, we will invite experts with extensive experience in Web-related teaching from academia and industry to hold expert consultation seminars to gather needs and suggestions. The developed teaching materials will undergo two rounds of pilot teaching and modifications. Additionally, we will conduct several teaching materials development meetings to further discuss the use of these course modules, producing sample syllabi and course maps for extended applications.

After completing the main teaching materials, in the second year of the project, we will focus on cultivating both online and offline communities using the Web as a medium for learning programming to enhance teachers' ability to teach programming through the Web. First, we will recruit teachers from the community who are willing to adopt the course modules and conduct seed teacher training workshops to explain and promote the use of the teaching materials. Project resources will be used to assist seed teachers in using the teaching modules in their schools. We will also hold teaching experience sharing seminars, allowing seed teachers to share their teaching challenges and solutions.

107 MOE Project: ICT Software Innovation Talent Promotion and Development

Co-PI, Type A Project 2018.2 - 2019.1

This program aims to develop students' abilities in the cross-disciplinary integration of humanities, information design, and technological implementation. It also seeks to nurture professional leaders in the creation, design, planning, and system development of digital content. The program emphasizes students' abilities in humanities storytelling, information technology, and digital content application, which can be summarized as “innovation and integration execution capabilities in digital content.”

One of the major features of this program is the fusion of humanities and technology, with an equal emphasis on theory and practice. Most courses in the program require students to not only understand the knowledge taught by the instructors but also to complete hands-on projects, concretely presenting their digital content creations. The goal of this project is to utilize the relevant platforms provided by the promotion center, leveraging the interdisciplinary nature of this program to cultivate software talents with cross-disciplinary expertise or to promote collaboration among interdisciplinary talents. This will guide students to seamlessly connect with industry.

Through foundational programming education, the project aims to develop students' basic software skills and instill concepts of software testing and information security. Further, through assignments, project implementation, advanced course development, and event organization, students' programming and interdisciplinary abilities will be enhanced. This will lead to the design of high-quality and distinctive software modules. Additionally, the project will formulate value extension assistance plans for the outcomes, thereby contributing back to the software development community and society.

105 資通訊軟體創新人才推升推廣計畫 創新軟體人才培育模式推動

政大數位內容學程(A類) 協同主持人 2016.2 - 2017.1

前教育部長吳思華在「大學的蛻變」一書中指出,「銜接政府與產業的橋樑」與「培育文化創意人才的搖籃」這二個文創發展的缺口是高等教育應肩負的角色。而政大數位內容學程的主要目的正是提供文創人才專業的學習管道,以建立學生在人文內涵、資訊設計及科技實作的跨領域融合能力,並培育數位內容之創造、設計、企劃及系統研發之專業領導人才,培養學生具人文敘事能力、資訊科技能力、數位內容應用能力,亦即「數位內容的創新力與整合執行力」。本學程一大特色即為人文與科技融合,且理論與實作並重,大部份學程中的課程的修課學生除理解老師所講授的知識外,更須完成一至多個實作專案,將數位內容的創作以具體方式呈現。本計畫目標在善用推動中心提供之相關平台,配合本學程跨領域特性,培養軟體人才跨領域之專長或促進跨領域人才之合作,引導學生與產業順利接軌。藉由程式設計基礎培養基礎軟體能力並建構學生軟體測試與資訊安全概念,進一步透過作業、專案實作與進階課程開發及活動舉辦,發揮學生程式設計與跨領域的能力,設計出高品質且具特色的軟體模組,並擬定成果的價值延展協助方案,進而回饋軟體開發社群與社會。

105 扎根高中職資訊科學教育計畫

協同主持人 2016.8 - 2017.7

本計劃預期透過政大資科系提供各式與資訊教育相關活動、營隊和成果展,促進高中生對資訊科學之興趣以及對資訊科技發展的瞭解;設計與開放程式課程和短期程式課程,藉以培育高中生對資訊科學的基礎概念及程式設計技能;整合大學與高中學習資源,建構資訊學習網絡。期望藉由上述課程的實施與活動的舉辦,啟發高中生對於資訊科技的興趣,培養其基礎的運算思維能力,並進一步引導其對於資訊科學領域的正確認識。申請單位國立政治大學資訊科學系將延續第一年計劃與鄰近參與合作高中(政大附中、景美女中、大同高中和永春高中)的合作的成果,進行調整,藉以培育有志於資訊科學的高中生,熟悉以計算思維的角度去思考分析問題,並具備提出明確有效的問題解決能力,讓資訊科學教育能夠向下扎根,藉以達到本計劃揭櫫之目標。

104 資通訊軟體創新人才推升推廣計畫 創新軟體人才培育模式推動

團隊成員 2015.2 - 2016.1

本計畫目標在善用推動中心提供之相關平台,配合本學程(政大數位內容學程)跨領域的特性,培養軟體人才跨領域之專長或促進跨領域人才之合作,引導學生與產業順利接軌。本學程訂定數位敘事、數位文創、智慧環境、使用者經驗四大發展方向,藉由程式設計基礎培養基礎軟體能力並建構學生軟體測試與安全概念,進一步透過作業、專案實作的訓練、四大方向的進階課程開發及活動的舉辦,發揮學生程式設計與跨領域的能力,設計出高品質且具特色的軟體模組,並擬定成果的價值延展協助方案,進而回饋軟體開發社群與社會。

104 扎根高中職資訊科學教育計畫

團隊成員 2015.8 - 2016.7

政大資科系自2008年與傳播學院合作成立數位內容學程,培養結合資訊設計與人文內涵的跨領域數位敘事人才。秉持著「做中學」、「理論與實務結合」的理念,在專業課程以及畢業成果多以專題製作方式,鼓勵學生將所學透過實作與展演方式呈現,多年來已累積不少成果,藉此教育部的計劃,可將政大資科多年累積的資訊教育及專題發表活動,推廣至高中教育,激發高中生對於資訊科技的興趣與熱情,並促使其理解資訊科學的內涵與大學資訊課程的規劃理念。申請單位國立政治大學資訊科學系將透過與鄰近參與合作高中(政大附中、大同高中和永春高中)的合作與交流,培育有志於資訊科學的高中生,熟悉以計算思維的角度去思考分析問題,並具備提出明確有效的問題解決能力,讓資訊科學教育能夠向下扎根,藉以達到本計劃揭櫫之目標。

103教育部資訊軟體人才培育推廣計畫: 社群導向的老人照護社工任務輔助與知識分享平台

主持人 2014.2 - 2015.1 (已結案)

近年來我國經濟發展迅速,生活與教育水準提昇,醫療保健普及,再加上平均壽命延長、造成老年人口急遽增加。雖然醫學上定義的老人為65歲以上,然而由於我國醫療水準相當高,因此有一定比例的老人仍然具備生活自主能力,可獨立生活,而另一部份的老人則需要親友或社工照護人員協助生活,身體狀況更差的則必須長期居住在療養中心。因此針對不同狀況的老年人照顧已成為刻不容緩的議題。為因應此一趨勢,行政院在2007年4月核定了「我國長期照顧十年計畫」,在10年內預計投入800億以上的經費,建構符合各種不同狀況老人的長期照護體系,以增進老年人生活品質。在此計畫中,將由政府機關為媒介,由各式不同的社福、照護機構串連成一個完整體系,提供包含照顧服務、居家護理、居家復健、餐飲服務、輔具租借、交通接送及長照服務。我們可發現,在此一體系中,社福機構及社工人員,肩負了整個老人照護工作的關鍵責任。就實務面來看,目前國內大部份民眾對於老人照護人員的專業性並不重視,許多實際照護老人的人員並未受過專業的培訓,如此不但嚴重影響照護品質,而且在緊急狀況時往往無法做出妥善正確的處理。目前照護工作的體系的運作主要以社福機構為主體,一個社福機構下會有許多常設的「督導員」,下轄實際執行照護工作的「服務員」,最後再由這些「服務員」實際執行照護工作。根據東海社工系吳秀照教授今年(2013)針對數個社福機構領導人所做之焦點團體訪談歸納發現,目前照護服務在資訊科技上主要有幾個潛在需求,包含人力資源的調配、專業知識的傳承與訓練、照護歷程的記錄及服務對象資訊的提供及整合。而這幾項需求正顯示了一個「老人照護社工任務輔助與知識分享社群」的重要性。首先,社福機構、督導員、與服務員之團隊本身就形成了一個專業社群網路,而包含人力的支援、工作內容的調配、專業知識的傳承、照護歷程的紀錄及重要照護資訊的交換便是此一專業社群網路平台的重要功能元素。基於此一發現,本年度本團隊擬基於上年度所發展社群網路的經驗,選定「社群導向的老人照護社工任務輔助與知識分享平台」做為主要應用領域及創作主題。上年度我們聚焦「健康促進」社群,希望能藉由該社群來促進人們在疾病出現前就積極主動去改善健康的正面態度。「健康促進」社群的對象本質上是針對一般民眾的開放社群,因此我們基於Facebook此一較普及的平台來開發應用程式。延續上一年度在社群開發方面的經驗,本年度我們的「專業照護社工社群」本質上是針對特定領域、專業的工作者,且所交換的資訊很可能涉及隱私,因此性質上較傾向封閉式社群。因此,雖然本年度和去年度本團隊的創作均與社群相關,但二者性質不同,所以也顯示了在去年研發成果的基礎上再加值研發的契機。在「社群導向的老人照護社工任務輔助與知識分享平台」中,我們聚焦於專業的照護社工體系相關人員。照護社工人員雖然相對整體人數較少,但其對社會整體發展,尤其是高齡化的社會卻是最重要的關鍵。我們希望藉由此平台的建構,可以協助降低社工人員服務成本,進而提升服務效率與品質。

102教育部資訊軟體人才培育推廣計畫: 社群導向的行動健康促進服務雲端管理平台

主持人 2013.2 - 2014.1 (已結案)

近年來,台灣因生活形態及工作方式的改變,罹患高血壓、糖尿病等慢性疾病的人愈來愈多,人們對身體健康的思維已漸從消極地有病才尋求醫療進展到較積極的健康促進(Health promotion)與疾病預防(Disease prevention)。基於此一趨勢,本年度本團隊擬基於上年度所發展之多人手機伺服端技術,選定「社群導向的行動健康促進服務雲端管理平台」做為主要應用領域及創作主題。 行動通訊與社群網路可說是近十年來對日常生活影響最大的二項革新,而廣義來說,一起玩遊戲的團隊也可說是「社群」的一種,故我們認為「高效能泛用多人線上手機遊戲伺服器」技術,加以深化改良後,將可以發展成為一個結合手機與社群網站的雲端管理平台。我們將從行動式健康促進的應用切入,發展一個可與社群網站連結(目前選定透過API與Facebook整合)的雲端服務管理平台。此一類別的App通常會透過利用行動裝置或外加的微型穿戴式感測器,透過社群對個人的影響力,加上行動裝置可隨身攜帶的特性,來協助促進使用者的健康。而本年度所發展之平台主要目的正是提供此一類型的App一個可靠的後端管理平台與開發套件。

101教育部資訊軟體人才培育推廣計畫: 多人線上對奕系統之加值研發

協同主持人 2012.2 - 2013.1 (已結案)

本計畫定位於手機Casual Game類別遊戲軟體,它具有遊戲規則簡單、容易上手且不需花費太多時間就能享受遊戲的樂趣的特色。如象棋遊戲、桌上型遊戲、超級瑪利等都屬於這一類的遊戲都屬於Casual Game。這類型的遊戲內容部分屬於參與者彼此競爭然後取得勝利,因此都必須包含分散式通訊架構。開發時除了內容之外,尚須學習分散式通訊的原理與實作,並且顧及遊戲人數增加後的擴充性(Scalability)問題,每開發一個新的遊戲都必須重新考量並實作這類困難的問題。本計畫團隊過去幾年嘗試研發了許多手機上的Casual Game連線遊戲,也參與了去年開放原始碼比賽,因此在這方面累積了一定的經驗。我們發現,開發此類遊戲的基礎工作與機制可說是大同小異,它們的client及 server都是各自獨立建置,遊戲規則也不同,但它們的通訊模組、服務註冊機制、系統架構都相當類似。因此本計畫擬建置一快速建置手機Casual Game連線遊戲的通用伺服器及快速開發套件,並且以開放原始碼的方式釋出,以期幫助開發人員省去重覆處理底層技術議題的時間,專注於遊戲本身的設計。

eduprojen.txt · 上一次變更: 2024/06/21 10:32 由 cfliao

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