日期: 2021年9月13日 (星期一)
時間: 11:00-12:00
地點: Online via ZOOM
語言: 中文
論壇主席:
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呂賜杰教授
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與談人:
陳德懷教授 |
江紹祥教授 |
施如齡教授 |
吳龍凱 |
Abstract:
A group of Asian researchers started collaboration in 2018 to develop a macro learning theory named Interest-Driven Creator (IDC) Theory to serve as a guide to design interest-driven learning activities. The IDC Theory postulates that when student learning is driven by interest, they can be engaged in knowledge creation. The continued practice of this creation process in their daily learning routines can lead students to excel in learning performance, develop 21st century competencies and eventually form creation habits to be lifelong learners.
In this panel, researchers and practitioners from Taiwan, Hong Kong, and Singapore will share their IDC Theory development experience covering the introduction to the IDC experimental school in Taiwan, social interdisciplinary IDC course design and development, computational thinking development in Hong Kong, and STEM learning in Singapore.
摘要
在2018 年，一群亞洲學者合作發表趣創者理論(Interest-Driven Creator Theory; IDC Theory)，這個巨觀的教育理論假設學生如果是透過興趣驅動學習，這些學生就可以被吸引進行知識的創造。這些學生，持續地在他們的例行學習活動中進行創造，可以讓他們的學習成效提升，發展21世紀素養，最終成為一個終生學習者。
在這個論壇中，來自台灣、香港、新加坡的學者、老师、家长將分享 IDC 理論的實踐，包含台灣建立的 IDC 實驗學校及社會跨領域課程的IDC實踐、香港在運算思維方面的IDC實踐、以及新加坡學校在STEM 應用學習的IDC實踐。
論壇Forum 2: 趣創者理論介紹
日期: 2021年9月13日 (星期一)
時間: 15:45-17:00
地點: Online via ZOOM
語言: 中文
論壇主席:
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陳德懷教授
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與談人:
張立杰教授 |
黃龍翔 |
陈文莉 |
Abstract:
If we researchers in Asia want to bring about any profound transformation in education, we have to face a great barrier to resistance: a significant part of formal education in Asia remains ‘examination-led education’, that is, educational practice is largely governed by a short-term goal: getting higher scores in public examinations. This leads to over-emphasizing cognitive outcomes, resulting in some serious drawbacks: learning and teaching are distorted, many students do not enjoy learning, it is hard for students to develop 21st century competencies, and so on.
To transform Asian education with a sustainable impact on a large scale, we need a macro theory to guide the design and direct research towards the creation of a form of quality education for Asia. As a group of Asian researchers, we have been developing Interest-Driven Creator (IDC) Theory, a design theory based on three anchored concepts, namely interest, creation, and habit. Each of these anchored concepts is represented by a loop comprised of three components. In the interest loop, the three components are triggering, immersing, and extending. The components of the creation loop are imitating, combining, and staging. The habit loop consists of cuing environment, routine, and harmony. These three loops are interconnected in various ways, with their characteristics revealed by the design process.
摘要
如果亞洲的研究者，想要為教育帶來改變，那麼就要面對一個正規教育中，很常遇到的問題，就是考試導向教育。考試導向教育主要的目的就是在公開考試中得高分。這導致教育中，過多強調認知的產出，而衍伸許多嚴重的影響，包含學習跟教學的狀況，學生拒學，以及難以協助學生發展21世紀的素養。
為可以持續且大規模的改變亞洲教育的現況，我們需要一個比較巨觀的教育理論，來指引及開創高品質的教育。因此，一群亞洲研究者發展了一套趣創者理論 (Interest-Driven Creator Theory; IDC Theory)。趣創者理論基於三個錨式概念 (Anchored Concepts)。這三個錨式概念分別為興趣 (Interest)、創造 (Creation) 以及習慣 (Habit)。每個錨式概念由一個環 (Loop) 所組成。在興趣環 (Interest Loop)中，包含引趣 (Triggering)、入趣 (Immersing) 及延趣 (Extending)；創造環中包含模仿 (Imitating)、結合 (Combining)以及登臺 (Staging)，而習慣環 (Habit Loop) 包含提示環境 (Cuing Environment)、例行學習活動 (Routine)以及和諧 (Harmony)。
這個論壇中，我們將闡述趣創者理論，並討論實踐的方式。
附論壇Forum 2: 趣創者理論介紹——參考資料
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Chan et al. (2018). Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century, Journal of Computers in Education, 5, 435-461.
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Chan et al. (2019). IDC theory: creation and the creation loop. Research and Practice in Technology Enhanced Learning, 14, published online: 30 December 2019.
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Wong et al. (2020). IDC theory: interest and the interest loop. Research and Practice in Technology-Enhanced Learning, 15, published online:30 January 2020.
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Chan et al. (2020). IDC theory: habit and the habit loop. Research and Practice in Technology-Enhanced Learning, 15, published online: 14 May 2020.
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Forum 3: Symposium on Artificial Intelligence Literacy in K-12 and University Education
Date: 14 September 2021 (Tuesday)
Time: 10:00 – 10:45 am
Venue: Online via Zoom
Language: English
Chair:
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Professor Kong Siu Cheung,
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Panel:
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Professor Gwo-Jen Hwang,
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Professor Tatsunori Matsui,
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Abstract:
In this symposium, the Chair and Panelists will share their insights on AI literacy education as well as their experience in promoting it. The symposium represents a unique opportunity to bring together educators, education researchers, and practitioners who focus on and are interested in AI literacy in K-12 and university education.
Over the past decade, AI has a significant influence on various areas of life and across different sectors and fields, it encourages a new direction of development for our society, however, public understanding of AI still need effort to promote. In this context, AI literacy is a growing area that need attention, with the goal of enabling public to become AI-literate and encouraging personal growth of each citizen in the digital world.
The Education University of Hong Kong (EdUHK) is now working on a project titled “Design and Evaluate an Artificial Intelligence Literacy Program for University and Secondary School Students”, which is a funded project led by Li Ka Shing Foundation and a research matching grant from the UGC of HKSAR. Professor Kong Siu Cheung, the Director of LTTC, will share EdUHK’s experience in paving the way to promote AI Literacy.
To foster students’ AI literacy in school settings, Professor Hwang Gwo-Jen proposes three directions for consideration. First, in school settings, it is important to focus on the definition, functions and roles of AI rather than the technical details. Secondly, not everyone needs to be AI systems developers, but everyone needs to learn how to find and effectively use AI applications. Last but not least, school teachers need to know how to incorporate AI into learning design; for example, guiding students to use AI in STEM projects.
Toward the age of Society 5.0, it is important for all students graduating from universities to be literate in AI. In particular, it is important to design education aimed at acquiring AI literacy in non-science and engineering departments. In this symposium, Professor Tatsunori Matsui will summarize and report on the universally important issues that he has been conveying to students through the "Artificial Intelligence" classes that he has been teaching for 15 years to lower grades in highly interdisciplinary undergraduate schools.
Forum 4: Future Collaboration Panel
Date: 14 September 2021 (Tuesday)
Time: 11:00-12:30
Venue: Online via Zoom
Language: English
Chair: Prof Maiga CHANG, Athabasca University, Canada
Forum 5: Teacher Education for Bilingual Instruction in Technology Domain
Date: 14 September 2021 (Tuesday)
Time: 14:45-15:30
Venue: TB211, NTNU/ Online via Zoom
Language: Chinese
Chair:
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Professor HSU Ting-Chia,
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Panel:
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Professor LIU Mei-Hui,
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Professor DAI Chien-Yun,
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Professor Cheng, Yuh-Show,
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Associate Professor TYAN, Nan-Ching,
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Abstract:
This forum mainly discusses the strategies and methods of implementing bilingual teaching. The experts in this panel include the scholars promoting the bilingual instructions in universities, vocational schools, middle schools, and elementary schools in order. It is expected to explore how to strengthen the bilingual teaching ability of pre-service teachers in teacher education. The bilanguages here refer to Chinese and English. The technology domain of secondary school has released many vacancy of bilingual teachers but could not recruit the required people. Therefore, how to help the pre-service teachers of technology domain have confidence in bilingual instruction and have bilingual teaching internship experience in teacher education is also the discussion focus in this forum, so as to provide strategic suggestions and implementation methods for related institutes’ reference.
The experts in this panel included Professor Liu Meihui, Vice president of the Office of Academic Affairs in National Taiwan Normal University, who promotes bilingual teaching in universities. She will share some strategies and experiences in helping teachers carry out bilingual instruction. Professor Dai Chienyun who has promoted English for special purpose certification has rich experience in leading vocational teachers to develop bilingual teaching ability. In addition, Professor Cheng Yuhshow, the PI of the Bilingual Education Research Center in National Taiwan Normal University, is also an important promoter of bilingual teaching. Professor Tian Nanching of National Taipei Education University will share experiences in the bilingual instruction cultivation in teacher education for elementary schools. This forum also encourages researchers to invest in relevant research.
論壇5: 科技領域雙語教學師資培育
2021年9月14日 (星期二)
時間: 14:45-15:30
地點: 台師大TB211 /Online via ZOOM
語言: 中文
主持人:
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許庭嘉教授
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專家座談:
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劉美慧教授
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戴建耘教授
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程玉秀教授
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田耐青副教授
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摘要
本論壇主要在討論實施雙語教學的策略、方法，主講專家依序涵蓋從大學、技職、中學、小學的雙語教學相關教授。以期探討如何在師資培育過程中，強化職前教師的雙語教學能力，這邊的雙語指的是中文和英文。科技領域的雙語教師缺額一直徵求不到足夠員額，因此在師資培育階段，如何幫助科技領域的師資生對雙語教學有信心及具備雙語教學實習經驗，亦是本論壇討論的重點，以 提供給相關單位策略參考和執行方法等建議。
出席的專家包括推動大學雙語教學的臺灣師大教務長劉美慧教授，將提出一些推動策略和經驗談，還有推動專業英語檢定的戴建耘教授，帶領技職教師培養雙語教學能力的經驗豐富。以及臺師大雙語教學研究中心主持人程玉秀教授，對於師資培育不遺餘力，也是推動師資培育雙語教學的重要推手，而臺北教育大學田耐青教授將從小學師資培育的角度切入雙語師資培育的建議，本論壇也鼓勵研究學者投入相關研究。
論壇Forum 6: 教育設計與教育創新
日期: 2021年9月14日 (星期二)
時間: 15:45-17:00
地點: 北京師範大學昌平校園
語言: 中文
論壇主席:
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陈光巨教授
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與談人:
施建國 |
袁中果 |
郐红艳 |
摘要
“設計思維”作為一種方法論，在設計、工程、商務和管理等領域已發揮了重大作用，也為教育領域的應用價值也逐步受到認可。北京師範大學近年來面向高校學生開設“設計與學習”課程，並面向全球高校學生和中小學教師開展“全球未來教育設計大賽”，為推動教育設計進行了積極的嘗試。
如何有效地發揮技術的優勢，並利用“設計思維”來解決教育中的問題，從而激發學生的創新精神、培養學生的創新能力，已成為教師面臨的共同話題。
為了鼓勵更多的教師參與到教育設計與教育創新的過程中，共同探索未來教育的發展方向，本論壇將邀請專家學者、教師代表，分享教育設計的研究成果、成功經驗和優秀案例。
論壇流程
| 15:45-15:50 | 致辭：（5分鐘） 嘉賓：陳光巨，北京師範大學教授、校務委員會副主任 |
| 15:50-16:15 | 面向智慧時代的“設計與學習”課程建設 嘉賓：鄶紅豔，北京師範大學智慧學習研究院設計與學習實驗室主任 |
| 16:15-16:40 | 教學空間設計與教育創新 嘉賓：施建國，中國教育裝備研究院副院長 |
| 16:40-17:00 | 人大附中人工智慧課程設置與實踐 嘉賓：人大附中資訊技術教研組長、北京市學科帶頭人 |
