數位學習

檔案數位典藏支援教學是檔案數位化加值應用上一個相當可行的發展方向，近幾年來世界各國均致力於此，期能夠發揮檔案數位典藏在教學上之價值。在國內檔案數位典藏支援教學或數位學習仍屬起步階段，本文擬先藉由探討先進國家的發展經驗，再針對目前國內發展現況進行剖析，希冀能夠提供未來國內檔案數位典藏支援教學或數位學習上之卓參。

Using digital archives to support teaching and learning is a prospective direction of the value-added digitized archives. In recent years, countries around the world made an effort to this issue and hoped to develop the value of digital archives for teaching and learning. In Taiwan, however, digital archives in support of teaching and learning or E-learning are still on the initial stage. In this paper, we discussed the experience of advanced countries, introduced and analyzed the development of digital archives in support of teaching and learning or E-learning in Taiwan. It is our hope to provide some suggestions for future development.

教育部自2006 年開始推動數位學習碩士在職專班，目前已有九校提供數位碩士班。數位學習是一種新的學習型式，在課程教授時有別於傳統教學，許多教師正在摸索數位課程的教學方法。回顧我國數位課程教學法相關研究，鮮有文獻，故本議題值得探討。本論文旨在探討數位課程的教學法與應用，研究目的包括：(1) 探討數位課程的教學法原理；(2) 探討數位課程教學法模式的發展；(3) 探討教學法模式應用於數位課程的教學與成效。本論文採用個案研究方法，以政治大學圖書資訊與檔案學研究所開設的「知識組織與資訊取用」數位課程為研究個案，運用Dabbagh 的數位學習教學法模式框架，包括教學法模式、教學策略與學習科技，以發展數位課程教學法與教學策略。本研究證實建構主義教學模式與專題導 向教學模式適合應用在數位課程教學，並配合提出四項教學策略與線上同步課程傳遞方式，最後總結及提出建議。

The ROC Ministry of Education established an accreditation mechanism in 2005 and encouraged the launch of E-Learning master programs for students in full-time employment in 2006. As E-Learning is basically learning that is facilitated and supported by information and communications technology, it is a new way of learning not only changing the relationship between of teachers and students; but also changing the nature of education. Because E-Learning is different from classroom learning and it needs new instructional design. The article mainly studies E-Learning courses instructional design and the objectives of the study are to explore E-Learning course instructional design theory and pedagogy. Also, development of Library and Information Science digital curriculum applying theory to the design and implementation of Library and Information Science E-Learning courses. The case study method was used in the study with one case of “Information, ganization and Access” E-Learning course of NCCU Library and formation Studies E-Learning Master’s Program. The study followed the Pedagogical Design Model proposed by Dr. Dabbagh showing the E-Learning pedagogical model framework by the interaction of pedagogical models, instructional strategies, and learning technology. The study shows that the NCCU has contributed a lot to provide graduate students a new way to learn E-Learning, information literacy and LIS new knowledge and skills. Effective E-Learning instructional design shown in the study were learners centeredness and good student-teacher interaction. Two effective pedagogies for E-Learning courses were manipulated including constructivist learning and project-based learning in accordance with four effective instructional strategies.