於教學中融入電子學習資源
為什麼在學習過程中使用電子學習資源會如此重要? 千禧年的新生代在數碼化年代成長,大多傾向利用先進科技來學習。這些科技配備豐富的網上資訊及既吸引又互動性高的多媒體元素,足以影響他們的學習過程。 將電子學習資源運用於現代教學法,例如混合式學習、靈活學習、問題導向學習及遊戲化教學等,有助學生投入協作和互動的學習活動上,從而豐富學生的學習經驗及提升學科知識和技能。 運用電子學習資源以配合靈活及混合式學習 混合式學習法是結合傳統教學與網上學習的教學模式 (Oliver & Trigwell,2005)。在電子學習科技及資源的輔助下,學習不再局限於教室中的面授教學,而是隨時隨地都可進行。 靈活性的教材及網上學習資源的出現,鼓勵了學生在課前利用科技,例如網上講課短片及測驗等,進行預習,初步掌握學科的基礎概念和知識,以便於騰空課堂時間來進行協作活動或其他同儕討論。學生亦可於下課後,積極地利用便捷的網上論壇和網誌來參與課後反思及回饋。這些靈活學習及混合式學習的教學活動均屬「學生為本」,令學生更全情投入地參與課前、課堂及課後的活動,並成為自己學習旅程中的貢獻者。 適當地運用電子學習資源,令「混合式學習」更有效地針對布魯姆的學習層次(Bloom’s Taxonomy)(圖一),培育學生能力。學生可通過各項課前活動,如觀看網上講課短片及閱讀網上教材等,來學習學科的基礎知識 ,從而增強「認知」及「理解」等基礎能力,並有助他們於其後的課堂活動中作出有意義的回饋。 職業專才教育重視學生在「應用」及「分析」等認知範疇的發展,並視之為學生必須具備的能力。因此,師生應投放更多的學習時間及精力於課堂活動裡,例如同儕討論及專題協作活動,讓學生有足夠的空間,從互動中學習和掌握學科的知識及技能。同時,混合式學習亦從多方面鼓勵學生積極參與課堂活動,運用電子學習應用程式來參與實時討論、測驗和投票等。再者,老師可透過觀察學生在課堂活動的表現來識別學生的學習困難和顧及學生的不同學習需要,從而達致教學相長。 要培育學生發展「評估」及「創造」這兩項在認知範疇中最高階的能力,可以透過設計課後活動,例如網上評估和/或研習活動等,來促進學生對學科知識的融會貫通、增強學生自我反思能力,從而把既有的知識與下一個課題聯繫起來。
圖一:混合式學習與布魯姆的學習層次
(圖像由教學中心提供,2017)
圖二:「靈活及混合式學習活動」電子學習資源清單
(圖像由教學中心提供,2017)
Incorporating e-Learning Resources in Learning and Teaching
Why Are e-Learning Resources Important in the Learning Process? Millennial learners who grow up in the digital age are more inclined to learn with the advanced technologies through which massive online information and resources with attractive and interactive multimedia could affect the learning process. Contemporary learning and teaching pedagogies, such as blended learning, flexible learning, problem-based learning and gamification, together with the use of e-Learning resources could enhance and enrich the learning experience by engaging students in learning through collaboration and interaction with prudent learning activities for building up subject knowledge and skills. Flexible and Blended Learning with e-Learning Resources Blended learning is the pedagogical model in which traditional learning is integrated with web-based online approaches (Oliver & Trigwell, 2005). With the support of e-Learning technologies and resources, learning is no longer limited to the face-to-face classroom, but anytime and anywhere. With the presence of flexible and online learning materials, students are encouraged to learn basic knowledge and concepts prior to lessons through technologies such as online lecture videos and quizzes. Class time is then freed up for collaborative work or active peer discussions. Active reflections and feedback after lesson could be conducted through the handy online discussion forum and blog. These flexible and blended learning activities are conducive for shifting learning back to student-centred. Students could be engaged in the pre-class, in-class and post-class activities and become the contributors of their own learning journey. With appropriate supplement of e-Resources, blended learning approach could be well addressed in the Bloom’s Taxonomy Model as shown in Figure 1. The elementary competence of “remembering” and “understanding” could be developed in pre-class activities such as watching short video lectures and studying online readings; which prepare students with underlying knowledge for meaningful contribution back to the class. As the cognitive domains of “applying” and “analysing” are valued and stipulated as the main competences that students need to acquire in vocational and professional education and training (VPET), more teaching time and efforts should be paid in the in-class activities such as peer discussions and collaborative group projects, to create room for students’ interactive learning and the mastery of knowledge and skills. Students are encouraged to participate actively through using e-Learning apps, quizzes and voting systems in the class activities. To enhance both learning and teaching, teachers would be able to differentiate students’ learning difficulties and cater for their learning’s needs through observing students’ performances in the In-class activities. The top level of “evaluating” and “creating” could be fostered through post-class activities such as online assessments and/or projects designed to further enhance students’ knowledge consolidation, self-reflection and build up connections with the next subject matter.
Figure1: Blended Learning with Bloom’s Taxonomy Learning Model
(Image Courtesy of CLT, 2017)
Figure 2: Checklist for Flexible & Blended Learning Activities with e-Learning Resources
(Image Courtesy of CLT, 2017)