以課堂授課為導向的數位內容設計及展演原則之探討

以課堂授課為導向的數位內容設計及展演原則之探討
Activate Mind Attention AMA 新北市林口國中 / 數學輔導團交大AMA團隊李政憲 103/4/16 於台北市重慶國中 AMA Working Group Center for General Education National Chiao Tung University Hsinchu, Taiwan

李政憲 jenshian@yahoo.com.tw
AMA工作群陳明璋國立交通大學通識教育中心黃大原國立交通大學應用數學系譚寧君國立台北教育大學數學暨資訊教育學系陶振超國立交通大學傳播與科技系吳慧敏佛光大學學習與數位科技學系李政憲

AMA工作群黃振順台北市西松高中李政豐苗栗縣竹南高中顏貽隆新竹市實驗高中邱建偉新北市秀峰高中彭元豐新竹市內湖國中蔡宜諴新竹市培英國中李進福新北市數學專輔蘇柏奇苗栗縣興華高中林煜庭台中市黎明國中李政憲新北市林口國中李映良台中縣四箴國中黃國忠新北市明德高中蕭慶利新竹市光華國中洪榮忠新竹縣新湖國中曾妙玲新竹市實驗中學吳帝瑩桃園縣南崁高中張祐誠新竹市光華國中溫志偉北教大研究生李俊賢桃園縣南勢國小應雅玲新北市復興國小陳素敏新北市三峽國小謝熹鈐桃園縣山腳國中李政憲

綱要簡介 AMA 環境多媒體教學的認知理論激發式動態呈現 (Trigger-based Animation) 認知與數位教學示範結構式複製法說明結論李政憲

AMA 系統安裝系統限制: Windows XP, PowerPoint 2002/2003 繁體中文版將AMA2008、setup兩個檔案下載至同一目錄,執行 setup 即可安裝 AMA2008 李政憲

AMA 安裝網頁： ama2w：第一次安裝 ama2wo：更新安裝李政憲

AMA (Activate Mind Attention) 簡介
一個以降低數位落差為出發點，以PowerPoint為平台，外掛增益集，所發展的一個媒體設計及展演的環境主要功能有激發式動態呈現 (TA)、及結構式複製繪圖法 (SCM)。激發式動態呈現就是以一個物件當按鈕來控制一連串的動態呈現結構式複製繪圖法以結構和複製的概念來詮釋造形，運用滑鼠精準的掌握大量的物件 AMA系統是以數學概念所發展出來的教材設計及教學軟體，其功能不限在數學教學方面。 AMA與PowerPoint結合可以成為一個數位內容設計及展演、繪本寫作及創意的平台。李政憲

Introduction AMA is lots of abbreviation of words Art of Mathematics and Animation Attract Mind Attention Activate Mind Atetntion AMA an add-in which use Powerpoint as platform and is implemnted by VBA. Why AMA? 1) Since SSC is strying to control massive quantity of objects, and it does work, so we can create and tuning figures in a short time, 李政憲

動畫（開關）基本概念 PowerPoint 2002版之後，動畫呈現方式有主程序（Main Sequence）及互動程序（Interactive Sequence）（2003版稱為觸發程序）。主程序處理每一張投影片中動畫循序出現的機制，循序呈現適用於一般的簡報用途。李政憲

動畫（開關）基本概念互動程序則允許在投影片上設置互動按鈕，操控不同物件的動態呈現。李政憲

Pascal’s Triangle ( Yanghui Triangle, 1303 AD )
簡介何謂激發式動態呈現 (Trigger-based Animation,TA)? 所謂的激發器(開關)指的是以一個物件控制了 (一系列)系統化的動畫。一個物件可以被超過一個開關所控制。所需呈現的訊息可被安排於預先設計或程式安排的開關上。 T 1 1 1 2 1 1 3 3 1 B C 1 4 6 4 1 A 1 5 10 10 5 1 1 6 15 20 15 6 1 1 7 21 35 35 21 7 1 1 8 28 56 70 56 28 8 1 Pascal’s Triangle ( Yanghui Triangle, 1303 AD ) All Seq seq1 李政憲

Instruction environments
The instruction environment like the figure Teacher controls information on screen, And the visual information on screen pass to teacher and learners And at the same time teacher may explain the related information or learners ask questions. The loading of information processing of learners are heavier that that of teacher. Explaning and asking question among teacher and learner Synchronization is big issue in this instruction environment 李政憲

Cognitive Theory of Multimedia Learning
WORKING MEMORY SENSORY MEMORY MULTIMEDIA PRESENTATION LONG TERM MEMORY The auditory/verbal channel Spoken Organizing words Selecting images integrating Selecting words Organizing words integrating Words Ears Sounds Verbal Model Prior Knowledge Printed Organizing images Selecting images integrating Pictures Pictures Eyes Images Pictorial Model Limited channels Small working memory Active learning Timming This is a very famous diagram of cognitive theory of multimedia learning This diagram shows us spoken words walk through channel the auditory /verval channel This diagram shows us pictorial picture walk through channel the visual/pictorial channel As for printed words walk through both both channel And there are lots of principles of instructional design All .. 資料熟習之後就不會有split-attention effect，所以逐步的添加訊息或消除不必要的訊息是可以幫助學習的 Highlight the those relevant information corresponding to oral explanation, such that the learners can establish sufficiently quickly a link between the spoken explanation and the corresponding visual element. And also adaptive pointer can help teacher to simplify the oral explanation, but not simplify the information delivered. Although signaling proved to have significant effect, but The visual/pictorial channel (Richard E. Mayer, 2001) All the principles for media learning are to attract attention, reduce split attention, reduce the negative cognitive load … of audiences 李政憲

學習者 / 教師授課不同導向之媒體教材特質比較
學習者為導向教師授課為導向地點單一電腦，軟體 / 網頁教室大銀幕/教學廣播系統對象每一個個別學生全班同學教材特性教材能與學生互動，有些聰明教學流程規劃清楚動態呈現，不易設計，適性化不易教材呈現模式單純，設計簡單教師主導呈現的順序及詮釋詮釋即時、有彈性且多元互動特性學習者依個人特性啟動學習內涵個別性互動可重複操作由教師主導，同時與全班同學互動需同時兼顧全班的整體性與個別性整體同步性強、重複操作性低呈現模式文字、圖像、動畫、聲音軟體模擬、軟體操作文字、圖像、動畫、聲音、軟體模擬、軟體操作、肢體語言系統掌控式自我掌控式教師掌控式設計教材考量因素學習者之個別性整體性、同步性學習能力、空間能力、性別差異、感官型態、認知型態、先備知識等教材單位以檔案為單位，完整性高易導覽，銜接與重整性強以頁為單位，性質與右同以頁為單位，主體經常會被切割，不易導覽，銜接與重整性較弱學習者 / 教師授課不同導向之媒體教材特質比較導向學習者為導向教師授課為導向地點單一電腦，軟體 / 網頁教室大銀幕/教學廣播系統對象每一個個別學生全班同學教材特性教材能與學生互動，有些聰明教學流程規劃清楚動態呈現，不易設計，適性化不易教材呈現模式單純，設計簡單教師主導呈現的順序及詮釋詮釋即時、有彈性且多元互動特性學習者依個人特性啟動學習內涵個別性互動可重複操作由教師主導，同時與全班同學互動需同時兼顧全班的整體性與個別性整體同步性強、重複操作性低呈現模式文字、圖像、動畫、聲音軟體模擬、軟體操作文字、圖像、動畫、聲音、軟體模擬、軟體操作、肢體語言系統掌控式自我掌控式系統掌控式教師掌控式設計教材考量因素學習者之個別性整體性、同步性學習能力、空間能力、性別差異、感官型態、認知型態、先備知識等教材單位以檔案為單位，完整性高易導覽，銜接與重整性強以頁為單位，性質與右同以頁為單位，主體經常會被切割，不易導覽，銜接與重整性較弱李政憲

示範視覺連結卡特的母親同化效果媽媽再見錯覺圖形食人族愛蓮說顏色辨識男人、女人、豬食人族卡特的母親李政憲

示範屆指算九九巴斯卡三角多邊形的外角和汽車與山羊九九乘法表鴿眼翻轉男人、女人、豬河內塔男人、女人、豬食人族卡特的母親李政憲

結構式複製法(SSC) 透過數學概念，自我相似繪製大量物件，藉由跳躍式遞迴，進而產生碎形，並能製造山水畫的效果。李政憲

1() 2() 3() 3(22(12(I))) generators Select all Select left portion Select middle portion Scaling up using generator 1(), 2(0, and 3(), after these iterations, we have the result, it is a pool of data for generate mountains 李政憲

Clouds Come from Mountains
Scaling Rotation and reflection Scaling down Combining and shaping Lightening Like clouds like water 李政憲

似樹似草又似水是山是石也是雲 So, we can design many visual elements Trees, rock’ mountains, grass, … And then 李政憲

有了阿嬤(AMA)軟體，用電腦畫國畫、山水，都不成問題，這是交大教授陳明璋的研發成果。記者李青霖／攝影
李政憲

注意力導引(Attention Guiding)
未來的發展 This is a very famous diagram of cognitive theory of multimedia learning This diagram shows us spoken words walk through channel the auditory /verval channel This diagram shows us pictorial picture walk through channel the visual/pictorial channel As for printed words walk through both both channel And there are lots of principles of instructional design All .. 資料熟習之後就不會有split-attention effect，所以逐步的添加訊息或消除不必要的訊息是可以幫助學習的 Highlight the those relevant information corresponding to oral explanation, such that the learners can establish sufficiently quickly a link between the spoken explanation and the corresponding visual element. And also adaptive pointer can help teacher to simplify the oral explanation, but not simplify the information delivered. Although signaling proved to have significant effect, but 注意力導引(Attention Guiding) 李政憲

結語： AMA系統創造了一個新的教材建構與學習方式的環境…… 李政憲

AMA實作練習（感謝新北市數學輔導團專輔李進福、新北市秀峰高中邱建偉、苗栗縣興華高中蘇柏奇提供相關檔案）
坐標圖形描繪對稱圖形描繪二次函數圖形描繪角度標示梯形中線長性質幾何證明三角形三心繪製摺紙操作李政憲

Thanks Supported by National Science Council Taiwan National Chiao Tung University Center for General Education Department of Applied Mathematics Degree Program for E-learning 李政憲

參考網址：林中生命藝數殿堂：李政憲

以課堂授課為導向的數位內容設計及展演原則之探討

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以課堂授課為導向的數位內容設計及展演原則之探討

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