Due to great progress of technology and information transmission, the ways that people create, deliver, accumulate, and use knowledge have changed. The appearance of Internet, whose characters are far-reaching and fast transferring, enables e-learning using information technology to quickly emerge as a new trend among diversity learning types. (Hsieh, Wen-Ho, 2002) Also, the development of technology allows people’s living style shifted to information society from industrial society, and people pay more attention to information dissemination and social education. Libraries are important institutions where people preserve culture and deliver information. Main missions of traditional libraries are to hold rich collection, provide information service and assist activities in school, such as teaching, researching, promotions and services. During this process, the libraries play a role of providing collections and supporting services. Under the environmental shock of digitization and network, the work process and services of libraries have enormous changes, not only more convenient, but also helpful for long-term preservation of information (Russell, 1998). This brand new presentation using a large amount of information technology evolves so-called binary libraries or digital libraries. The appearance of the digital libraries stretches the roles and values of the libraries. Users can seek information required and process online learning in this virtual world. It is more convenient that seeking, organizing, arranging and using information and knowledge in the libraries. Besides digitalizing their collections, and providing more digital information retrieve, the libraries have to offer digital or real-time interactive full services through network (Ferguson & Bunge, 1997).


Maryhelen Jones1998pointed out the projects that college libraries should adopt when facing challenges of digital learning, including that the libraries should provide speedy-connected and speedy-obtained print e-resources services; for digital learners, they should provide distance education to assist them to confirm, use and evaluate materials; also, to understand their requires and problems, college libraries should conduct performance evaluation of the libraries; intellectual property right should be obeyed when providing digital resource services; to offer good services, the libraries should maintain close relation with digital academia. Above the projects, we know that libraries are integral to diverse supports of digital learning in information society. Also, from experience of UK and U.S., we know that modern libraries not only have missions that train students how to use information, but also shift to involve teaching works, due to their rich resource and abilities to organize resource. Wang Meiling also mentioned in 2003 that to respond the appearance of digital learning, modern college libraries provide a great diversity of services, such as, supporting collections resource and services required by online learners, offering digital materials and links of online courses and reference books required by digital teachers, providing online courses of information literacy education, cooperating with teachers to develop online teaching courses, establishing portal sites and providing theme-oriented services, combining libraries, online teaching in school and e-learning, serving as teachers of college digital learning environment, etc. It can be seen that the workload of libraries has increased since their digitalization, and besides their original services, their rich digital resource and collections are the best teaching resource of e-learning.


In addiction to their sufficient resource and professional abilities, for learning, digital collections, valuable culture assets digitized to be collected and put in use, are also integral parts of libraries. Besides, the development of Internet and electronic skills allows each country to digitalize, preserve and protect important civilization legacies of people, and further provides searching function to promote flows of cultural information and more value-added application. Thus, establishing digital libraries or digital collections has become general consensus of advanced countries. Our country also makes a great effort to promote digital collections, and both the quality and quantity of digital collections prove our success after nearly ten-year development and promotion. “National Science and Technology Program for e-Learning” released in 2002 raised the issues how to effectively apply digital collection resource. And 1n 2008, digital collections and e-learning are formally combined to form TELDAP, Taiwan e-Learning and Digital Archives Program. This means that what digital collections can provide are experts-proved, organized, complete and valuable resource for e-learning, and therefore, how to support e-learning with digital collection resource is an issue needed to be deeply researched.


Traditional learning models that people study in classroom will be replaced as online learning has flourishes. In online learning environments, teachers no longer have to face audiences alone in class, but become pioneers of knowledge with the support of information technology. And learners can satisfy more requests for learning resource via transmission network integration of learning resources (Peter, 1996). Theme-based learning is the learning model that solves problems of learning with online resource (Chen & Yen, 2003). This provides learners learning scaffolding, that timely offers learning supports for them in feature-oriented learning process, and combines curriculum, learning resource, information technology, and real situation. Also, teachers can duly support learners to investigate questions, and learners can share results of researches with others through collections and analysis of information. This can not only enhance students’ motivation and have deep learning, but also cultivate abilities to interact socially with people, solve problems, and use information technology. In the theme-based learning model, however, only teachers themselves digested and provided resource, or learners themselves sought resource in vast Internet world. There are some flaws in this model: 1. Learners have to spend time to seek, digest, and put resource in order. 2. Learners easily get lost when they seek resource on Internet on their own. 3. After finding out resource, they have problems to justice resource. Therefore, digital collections, whose characters are authoritative, organized and effective, have potential benefits to support theme-based learning.


This study integrates digital collection resource and theme-based learning model. In the model supported by learning scaffolding, digital collection resource, organized and arranged by experts, is applied in this study to see if learners can process more complete knowledge construction and solve problem. Thus, this study applies respectively organized digital collection resource and non-organized theme-based learning supported by online resource, to investigate if organized and structural digital resource has higher benefits for theme-based learning progress and learning results. This paper can provide in-depth understanding related to digital libraries or digital collections during e-learning, and also helps further clarify the position of digital libraries or digital collections in the current e-learning environment. It can serve as a guide of digital libraries or digital resource to develop digital resource, and also contributes to increase the value of digital collections and sustainable development. 


      


[原文]



由於資訊傳輸方式與科技的進步,人類的知識創造、傳遞、累積和運用的方式有所改變。其中網際網路的誕生,其無遠弗屆和快速傳輸的特性使得運用資訊科技所衍生的數位學習很快就成為多元學習類型中的新趨勢(謝文和,2002)。也因為科技的發展,使得人們從工業社會邁向資訊社會,更加重視資訊的傳播與社會教育。圖書館是人類保存文化與傳播資訊的重要機構,傳統的圖書館主要任務在建立豐富館藏以及提供資訊服務,以協助學校的教學、研究、推廣與服務等活動,在這過程中,圖書館扮演了提供館藏與支援服務的角色。在網路與數位化的環境衝擊之下,使得圖書館的作業與服務產生巨大的變化,不僅在取得新的數位資源更加便利外,也對於資料的長久保存有所幫助(Russell,1998)。這種大量運用資訊科技而呈現的嶄新面貌,演化出所謂的二元圖書館或稱為數位圖書館。數位圖書館的出現,讓傳統圖書館的角色與價值更加延伸,使用者可以透過網路進入虛擬世界中找尋所需資源並進行線上學習,使得圖書館資訊與知識的蒐集、組織、整理與運用的角色更加便利,也有助於資訊的加值與利用。圖書館除了將其館藏數位化,提供更多的數位資料檢索外,必須尋求透過網路提供數位化或即時互動資訊之全方位服務(Ferguson & Bunge,1997)。


Maryhelen Jones(1998)分析了大學圖書館在面對數位學習挑戰時所應採取的方案,包括了圖書館應提供迅速連結與取用印刷電子資源的服務;針對數位學習者提供圖書館遠距利用教育以協助學習者確認、取用及評鑑資料;針對數位學習者進行使用評鑑,以瞭解其需求及困難所在;在提供數位資源服務時應注意遵守智慧財產權相關規定;圖書館應與數位教學單位保持密切關係,以提供良好服務。由上述學者所歸納的方案顯示,處於資訊社會中圖書館在數位學習的各種不同角度支援中是無法缺席的,我們也可以從英美等國的經驗中得知,現代圖書館除了富有培育學生資訊運用能力的任務,也因本身擁有豐富資源與組織資源的能力,並開始轉向具有參與教學工作的使命。王梅玲在2003年也提到,因應數位學習的出現,大學圖書館的角色在轉變之餘,也為原本所能提供之服務開啟了嶄新的一頁,包括支援網路學習者所需之圖書館館藏資源與服務;提供數位教材、數位教師指定參考書與網路課程的連結;提供資訊素養教育的網路課程;與老師合作發展網路教學課程;建立入口網站,提供主題導向的服務;將圖書館與學校網路教學,以及數位學習結合為一體;成為大學數位學習環境的教學者等。由此可知,圖書館在轉變為數位化後其工作量也跟著增加,除了提供圖書館原有的服務之外,圖書館中擁有豐沛的數位資源及典藏,也都是數位學習中最佳的教學資源。


除了圖書館擁有許多資源以及專業能力外,對於學習層面而言,數位典藏也是不可忽略的環節,數位典藏是指將有價值的文化資產透過數位化形成數位文件予以典藏應用。也由於網際網路、電子技術的發展,各國皆希望將人類重要的文明遺產數位化,加以保存與保護,更能提供查詢,以增進文化資訊的流通與更多的加值應用。因此,建立數位圖書館或是數位典藏,已成為先進國家的普遍共識。而國內對於推動數位典藏也不遺餘力,經過近十年的發展與推動,在數位典藏的質與量上都有很好的成果,因此在2002年通過的「數位學習國家型科技計畫」正是對數位典藏資源提出如何有效應用的推手,在2008年正式將數位典藏以及數位學習結合成為整合型之「數位典藏與數位學習國家型科技計畫(Taiwan e-Learning and Digital Archives Program, TELDAP)」,這顯示對於數位學習來說,數位典藏所能提供的是經專家認可、有組織整理、具完整且有價值的資源,因此如何以數位典藏資源支援數位學習是一個值得深入研究的議題。


傳統教室的學習模式將隨著網路學習的蓬勃發展而退居幕後,在網路學習的環境中,教學者將不再獨自一人在課堂上面對眾人講課,而是在資訊科技的輔助下,成為知識的領航者,學習者則可透過網路傳輸整合學習資源,滿足更豐富的學習資源需求(Peters, 1996)。而專題式學習正是在網路學習環境下可以輔以網路資源進行問題解決學習的學習模式(Chen & Yen, 2003),基於網路資源進行學習的專題式學習對學習者提供了學習鷹架,在專題導向學習歷程中輔以學習鷹架可以適時提供符合學習者認知的學習支持,能將課程內容、學習資源、資訊科技和真實情境做巧妙的結合,讓教師可以適時輔助學習者進行問題的探究,學習者透過資料蒐集和分析,也可以與其他人分享研究的成果,這樣的方式不但可以提高學生的動機、獲得深度學習,也能培養人際互動、問題解決和資訊科技使用的能力。但是在專題式學習模式下,以往的教學者在導入資源時,除了教學者自行整理資源提供外,就是讓學習者自行到浩瀚的網際網路中找尋資源,這會形成以下缺點:1、教學者需花額外的時間在找尋、過濾以及整理資源上;2、學習者自行到網際網路中找資源,容易產生迷失的狀況,影響學習專注以及學習成效;3、當學習者在找尋到資源後,會出現無法判定資源的有效性問題。因此,數位典藏資源具有權威性、組織性且有效性的特性,對於支援專題式學習具有潛在的助益。


因此本研究結合數位典藏資源以及專題式學習模式,在具有學習鷹架輔助的專題式學習模式中,探究採用經專家組織整理後具有結構性資源的數位典藏資源,是否可讓學習者在專題式學習歷程中進行更完整性的知識建構與問題解決。因此本研究分別採用具組織化的數位典藏資源及非經組織化的網路資源支援專題式學習,探究具有組織化及結構化的數位資源是否對於專題式學習歷程及學習成效具有較高的助益。透過本研究可以對於數位圖書館或數位典藏所提供的資源在支援數位學習過程中所面臨的相關問題作深入瞭解,也有助於進一步釐清數位圖書館或是數位典藏在目前數位學習環境的定位,以作為數位圖書館或數位典藏發展數位資源的指引,並有助於提高數位典藏資源的價值與永續經營。



 


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