以電子學習歷程檔案促進設計科系學生反思能力之研究－以金工設計課程為例

A Study of Applying Electronic Process Portfolios for Enhancing Student Reflection-A Course of Metalwork Design

10.29847/JNUU.201012.0010

周永平(Yung-Ping Chou)；楊敏英(Ming-Ying Yang)；黃士芳(Si-Fan Huang)

電子學習檔案 ； 設計教育 ； 反思 ； e-portfolio ； design education ； reflection

聯大學報

7卷2期（2010 / 12 / 01）

211 - 232

繁體中文

使用電子學習歷程檔案促進學生學習過程中反思活動在許多教育領域內被採用。長久以來設計教育（不論是工業設計、建築設計、平面設計等）非常重視學生反思能力之養成，因為這是將實作經驗轉化為知識的重要核心能力。目前設計教育使用電子學習歷程檔案在台灣並不普遍，可能因為設計教育以實作為主，傳統上用來增進標準化課程學習的數位學習相關技術較少用於這個領域。本研究觀察電子學習歷程檔案應用於一金工設計課程之教學；授課方式為實體教學，教學目標為培養學生金工設計概念發展及其表現技法。本研究電子學習歷程檔案的功能包含學生作品圖片的儲存、個人與課程的討論區、群組電子郵件通信、技法示範影片的播放、反思日誌、與多層次的權限控制。本研究不採用客製的資訊系統，而組合三種既有服務（Flickr網路相簿, Google線上論壇與YouTube）組成一套電子學習檔案系統。我們研究這個系統如何在課程期間增進學生反思行為；所使用的研究方法包含質性與量化分析；前者對學生反思報告進行編碼，後者為學期中與學期末各一次問卷測試及其結果之比較分析。我們發現學生對反思活動對設計學習之重要性的認知明顯增強，且反思內涵亦有進步。此外經由質性研究，我們對資訊系統各功能的實效有較深入瞭解，也明白了為何一些功能未發生預期的效用；這些發現對規劃適合設計教育的電子學習檔案系統有幫助。

Using electronic process portfolio (e-portfolio, hereafter) for activating student reflective activities in learning processes has been adopted in many sectors of education. Design education, no matter industrial design, architecture design or graphic design, has highly regarded the buildup of reflection competency for their students, because this competency is essential for transforming experiences from practices into knowledge. However, e-portfolio is not commonly used in industrial design education in Taiwan, probably because ICT technologies are used in Taiwan mainly for learning standardized courses, not yet for design courses that emphasize learning by doing. In this study, the application of e-portfolio to a course of metalwork design is systematically observed and analyzed. The course is face-to-face with objectives of training the students to be able to develop design ideas and express them visually in the domain of metalwork design. The e-portfolios used in this study comprise the features of storing of drawing and sketches, individual and class-wide discussion forums, group mailing, web broadcasting of demo movies, reflection journal writing and multiple access control. Instead of using a customized system, three online services, Flickr, Google Groups and YouTube, are combined to form the e-portfolio system for this study. We study how the system promotes student reflective activities during the course. The research methodology includes qualitative and quantitative analyses; the former involves the coding of student reflection journals, and the latter comprises two questionnaire surveys in the middle and at the end of the semester. It is found, by comparison analysis, that student recognition of reflection as an important element in learning is significantly enhanced, and the contents of reflection have also improved. Further, via qualitative research, we understand more the exact effects of the various functions of the information system on learning and are able to explain why some functions cannot produce the expected effects. These results are helpful for planning suitable e-portfolio systems for design education.

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