系統識別號 | U0002-1801200710280900 |
---|---|
DOI | 10.6846/TKU.2007.00507 |
論文名稱(中文) | 建構SCORM相容多媒體課程於紙本書籍中之學習 |
論文名稱(英文) | Constructing SCORM Compliant Multimedia Courses on Hard-Copy Books |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 資訊工程學系博士班 |
系所名稱(英文) | Department of Computer Science and Information Engineering |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 95 |
學期 | 1 |
出版年 | 96 |
研究生(中文) | 王德華 |
研究生(英文) | Te-Hua Wang |
學號 | 892190025 |
學位類別 | 博士 |
語言別 | 英文 |
第二語言別 | |
口試日期 | 2006-12-30 |
論文頁數 | 97頁 |
口試委員 |
指導教授
-
施國琛(tshih@cs.tku.edu.tw)
委員 - 林立傑(lichieh@iii.org.tw) 委員 - 高台茜(mkao@mail.ndhu.edu.tw) 委員 - 趙榮耀(sally@mail.tku.edu.tw) 委員 - 王英宏(inhon@mail.tku.edu.tw) 委員 - 施國琛(tshih@cs.tku.edu.tw) |
關鍵字(中) |
遠距教學 數位學習 SCORM 課程編輯系統 人機互動 普及式學習 |
關鍵字(英) |
Distance Learning E-Learning SCORM Authoring Tool Human-Computer Interaction Pervasive Learning |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
共享內容物件參考模型(Sharable Content Object Reference Model, SCORM)定義了在遠距教學中所使用的教材內容規範,並且記錄學習者之學習活動歷程。近年來,SCORM被廣泛地應用於數位學習與遠距教學領域中不同類型系統的開發與建置,如課程編輯系統、線上學習管理系統以及教材內容管理系統中,以提供使用者及系統開發者更具標準化的參考依據。 就現有的數位學習環境而言,可供學習者進行學習活動的系統大部分皆基於多媒體或網路相關技術所建構而成,並以個人電腦或行動裝置等數位化學習載具,負責將相關課程呈現於學習者端。然因考量傳統的學習模式大多仍為基於紙本書籍之學習活動,因此,在本論文中,我們提出了一新型態之學習環境,讓學習者能於紙本書籍上結合多樣性之數位學習裝置進行符合SCORM標準之課程閱讀與學習行為,我們稱之為「Hard SCORM」學習環境。在我們提出的Hard SCORM學習環境中,使用了具備文字辨識功能的筆式裝置作為連結紙本書籍與數位資源之間的橋樑,稱之為「Hyper Pen」。因此,學習者可透過傳統紙本教科書進行學習活動,並獲取相關的數位學習資源。而關於學習內容製作部分,我們開發了一套課程編輯系統,提供教學者能快速的製作符合SCORM標準之課程,而這些教材內容不但可於一般數位化的學習平台呈現外,亦可以紙本書籍的方式予以呈現。 為了讓Hyper Pen及後端的學習管理系統能達到訊息溝通的目的,在本論文中,我們定義了不同性質的Hard SCORM標籤,用以呈現相關之數位學習資源及課程內容互動性於紙本書籍中。這些Hard SCORM標籤可透過前述之課程編輯系統印製於紙本書籍的字裡行間中,讓學習者透過Hyper Pen進行辨識,並結合多樣化之電子式學習載具呈現相關數位學習資源,進而達到將實體文件中的資訊與數位世界的資訊相互連結。而為有效管理學習者於紙本書籍中之學習行為,我們提出了一個基於有限狀態機概念之學習規範機制,稱為Hard SCORM Machine (HSM)以進行紙本書籍中之學習行為規範,其包含了學習行為規則的定義以及相對應的系統回應動作。因此,學習者可在不失去閱讀紙本上的舒適性與參考資料的豐富性上取得一個平衡點,而這些學習行為也將滿足SCORM所定義出的學習模式。 |
英文摘要 |
The Sharable Content Object Reference Model (SCORM) includes a representation of distance learning contents and a behavior definition of how users should interact with the contents. The reference model is widely used in the development of authoring tools, learning management systems, and content repositories for the e-Learning community. Up to now, most e-Learning systems have been based on multimedia and Web technologies on electronic learning platforms, such as personal computers and handheld devices. We take a further step to advance the field by implementing a pervasive learning environment which enables learners to read SCORM-compliant hard-copy textbooks using multimodal multimedia devices. The pervasive learning environment with SCORM-compliant hard-copy textbooks is called “Hard SCORM” learning environment, which employs a pen-like OCR device (called Hyper Pen) as an input mechanism to affiliate the physical world of printed pages and the virtual world of computers. With respect to the learning contents for supporting such learning environment, an efficient authoring tool was developed for serving the generation and consistency of learning contents while being applied to the multimodal learning devices with different layouts. Some specific tags were defined to specify the corresponding information or interactions that can not be performed in the hard-copy books. These tags can be printed in SCORM-compliant textbooks and recognized by Hyper Pen for the navigation control. A computer, a PDA, or a cellular phone can be used for supervising the user learning behavior using the Hard SCORM Machine (HSM). The HSM is based on the concept of Finite State Machine and contains a formal definition of the functionalities and system response actions. Therefore, learners can read hard-copy textbooks in a traditional manner while the process of reading conforms to the SCORM specification. |
第三語言摘要 | |
論文目次 |
CONTENTS CONTENTS I LIST OF FIGURES III LIST OF TABLES IV CHAPTER 1 INTRODUCTION 1 CHAPTER 2 RELATED WORKS 9 2.1 Sharable Content Object Reference Model (SCORM) Specification 9 2.2 SCORM-based Authoring Tools 21 2.3 The Back-End Learning Management System for Supporting Hard SCORM learning environment 26 2.4 Related Researches under the Concept of Human-Computer Interaction (HCI) 30 CHAPTER 3 HARD SCORM SYSTEM ARCHITECTURE 36 3.1 System Architecture of Hard SCORM Learning Environment 36 3.2 Hard SCORM Tags Definition 40 3.3 Hard SCORM Machine 45 3.3.1 Definition of Hard SCORM Machine (HSM) 46 3.3.2 Transaction in Hard SCORM Machine 50 3.3.3 Transition Tables of Hard SCORM Machine 52 3.4 Persistence of Learning Records 55 CHAPTER 4 IMPLEMENTATION 58 4.1 Introduction of Hard SCORM Authoring Tool 59 4.1.1 The Design of Graphic User Interface 59 4.1.2 SCORM-compliant Courseware Authoring Process 62 4.2 Main Components in Hard SCORM Authoring Tool 64 4.2.1 Operations on Content Aggregation 65 4.2.2 Metadata Editor with Automatic Filling Mechanism 66 4.2.3 Sequencing Editor and Sequencing Testing Mode 68 4.2.4 Hard SCORM Course Editor 70 4.2.5 Metadata Searching Engine 73 4.2.6 Integrating With Other Advanced Tools 75 4.3 SCORM-Compliant Hard Copy Books Layout 78 CHAPTER 5 EXPERIMENTS AND DISCUSSIONS 81 5.1 Experimental Assumptions and Experiment Setup 81 5.2 Experimental Result and Analysis on Hard SCORM Learning Environment 84 CHAPTER 6 CONCLUSION AND FUTURE WORK 90 BIBLIOGRAPHY 93 LIST OF FIGURES Figure 1.1: Demonstration of Using the Hard SCORM Learning Environment 6 Figure 2.1: The Cross Domain SCORM-Compliant LMS 29 Figure 2.2: SCORM LMS on PDA and Smart Phone 30 Figure 2.3: The Augmented Reading Environment of Listen Reader System 32 Figure 2.4: The Appearance and Configuration of EHANCEDESK System 33 Figure 3.1: The Hard SCORM Machine (HSM) 47 Figure 3.2: The Quiz Submachine 49 Figure 4.1: The GUI of the Hard SCORM Authoring Tool 60 Figure 4.2: The Metadata Wizard in Hard SCORM Authoring Tool 67 Figure 4.3: An Xml-Based Sequencing Node Representation 69 Figure 4.4: The Sequencing Editor in Hard SCORM Authoring Tool 69 Figure 4.5: Sequencing Testing Mode in the Hard SCORM Authoring Tool 70 Figure 4.6: Hard SCORM Course Editor User Interface 71 Figure 4.7: The Printing Wizard for Creating the SCORM-compliant Books 73 Figure 4.8: Metadata Searching Engine in the Hard SCORM Authoring Tool. 74 Figure 4.9 (a): Allocation of Remote Server 75 Figure 4.9 (b): Web Services Selection Dialog Box 75 Figure 4.10: The Video Presentation Toolkits and the Video Presentation Course 76 Figure 4.11: The Video SCORM Authoring Tool 77 Figure 4.12: Example of a Hard SCORM Student ID and Control Panel 79 Figure 4.13: Example of a Hard SCORM-Compliant Textbook 80 Figure 5.1: Using Hard SCORM Learning Environment with Hyper Pen 84 LIST OF TABLES Table 2.1: The Evolution of SCORM 20 Table 2.2: Features of Some Well-Known SCORM-Compliant Authoring Tools 25 Table 2.3: Summary of the Aforementioned HCI Systems 35 Table 3.1: Transition Table of the Hard SCORM Machine 53 Table 3.2: Transition Table of the Quiz Submachine 54 Table 3.3: Summary of Audio Messages 55 Table 5.1: The Scoring of the Degree of Acceptance for Each Item 84 Table 5.2: Result of the Questionnaire 86 Table 5.3: The Evaluations on Hard SCORM Authoring Tool and the Learning Materials 89 |
參考文獻 |
BIBLIOGRAPHY Abdullah, N. A., Bailey, C., & Davis, H. (2004). Augmenting SCORM manifests with adaptive links. Proc. of the fifteenth ACM conference on Hypertext & Hypermedia, 183-184 ADL Technical Team (2006). SCORM 2004 3rd Edition Documentation. Retrieved Nov. 11, 2006 at http://www.adlnet.gov/scorm/20043ED/Documentation.cfm ADL Technical Team (n. d.). Authoring Tools Application Guidelines -- Practical Examples and SCORM Implementation Suggestions Version 1.0. Retrieved Oct. 25, 2005 at http://www.adlnet.gov/downloads/166.cfm Advanced Distributed Learning (ADL) Initiative (n. d.). Retrieved Sep. 17, 2004 at http://www.adlnet.org/ Arai, T., Machii, K., Kuzunuki, S., & Shojima, H. (1995). InteractiveDESK: a computer augmented desk which responds to operations on real objects. Proc. of CHI’95 Conference Companion, 141-142 Armani, J. (2005). VIDET: a Visual Authoring Tool for Adaptive Websites Tailored to Non-Programmer Teachers. Journal of Education Technology & Society, Special Issue on Authoring of Adaptive Hypermedia, 8 (3), 36-52. Athabasca University (n. d.). Retrieved Aug. 15, 2006 at http://www.athabascau.ca Atif, Y., Berri, J., & Benlamri, R. (2003). An Adaptive Multimedia Approach to E-Learning. Proc. of the 10th IEEE International Conference on Electronics, Circuits and Systems, 3, 1224-1227. Aviation Industry Computer Based Training Committee. (n. d.). Retrieved Oct. 25, 2005 at http://www.aicc.org/ . Back, M., Cohen, J., Gold, R., Harrison, S., & Minneman, S. (2001). Listen Reader: An Electronically Augmented Paper-Based Book. Proceedings of the SIGCHI’01, 23-29. Chang, H. P., Wang, C. C., Wang, T. H., Jan, K. H., & Shih, T. K. (2006). Errors Detection of SCORM Sequencing Control Mode with Truth Table Derivation. Proc. of International Conference on SCORM, 44-47. Graphic Education Corporation (n. d.), Retrieved Oct. 25, 2005 at http://info2.graphiced.com/newsite/home/index.asp HunterStone Home Page (n. d.). Retrieved Oct. 25, 2005 at http://www.hunterstone.com/ IEEE LTSC. (n. d.). P1484.1/D9 Draft Standard for Learning Technology-Learning Technology Systems Architecture (LTSA). Retrieved Nov. 12, 2005 at http://ltsc.ieee.org/. IEEE 1484.11.2-2003 Standard for Learning Technology – ECMAScript Application Programming Interface for Content to Runtime Services Communication. (n. d.). Retrieved Oct. 25, 2005 at http://ieeeltsc.org/ IEEE 1484.12.1-2002 Standard for Learning Object Metadata (LOM), Tech. Rep. (2002). Retrieved Aug. 18, 2005 at http://ltsc.ieee.org IMS Global Learning Consortium. (n. d.). Retrieved Oct. 25, 2005 at http://www.imsproject.org/. Kazi, S. A. (2004). A conceptual framework for web-based intelligent learning environments using SCORM-2004. Proc. of IEEE International Conference on Advanced Learning Technologies, 12-15 Koike, H., Sato, Y., & Kobayashi, Y. (2001). Integrating Paper and Digital Information on EnhancedDesk: A Method for Realtime Finger Tracking on an Augmented Desk System. Journal of ACM Transactions on Computer-Human Interaction, 8(4), 307–322. Li, S. T., & Lin, C. H. (2005). On the Distributed Management of SCORM-Compliant Course Contents. Proc. of the 19th International Conference on Advanced Information Networking and Applications, 1 ,221-226. Lin, H. W. & Shih, T. K. (2006). Facilitating Metadata Creation – the MINE Metadata Wizard for IEEE LOM. Journal of Internet Technology (JIT), 3(7), 305-312. Lin, N. H. (2004). Using Web Service Architecture to Construct Cross Domain Framework for SCORM Platform. Ph.D. dissertation, Tamkang University, Taiwan. Lin, N. H., Shih, T. K., Hsu, H. H., Chang, H. P., Chang, H. B., Ko, W. C., & Lin, L. J. (2004). Pocket SCORM. Proc. of the 24th International Conference on Distributed Computing Systems Workshops, 274-279. LittleTouch™ LeapPad® Learning System (n. d.), LeapFrog Enterprises, Inc. Retrieved Oct. 10, 2006 at http://www2.leapfrog.com/do/findproduct?ageGroupKey=infant&key=ltleappad Liu, P., Hsu, L. H., & Chakraborty. A. (2002). Towards Automating the Generation of SCORM-Based Multimedia Product Training Manuals. Proc. of the ICME’2002 conference, 2, 397-400. Luff, P., Heath, C., Norrie, M., Signer, B., & Herdman, P. (2004). Only Touching the Surface: Creating Affinities Between Digital Content and Paper. Proc. of the 2004 ACM conference on Computer supported cooperative work, 6, 523-532. Mackay, W.E., Pagani, D.S., Faber, L., Inwood, B., Launiainen, P., Brenta, L., & Pouzol, V. (1995). Ariel: augmenting paper engineering drawings. Proc. of CHI’95 Conference Companion, 420–422. Manifest Maker Version 2.0 (n. d.). e-Learning Consulting. Retrieved Dec. 20, 2005, at http://www.e-Learningconsulting.com Metadata Generator Lite. (n. d.). JCA Solutions, Retrieved Dec. 20, 2005 at http://www.jcasolutions.com/ Norrie, M. C., & Signer, B. (2003). Switching over to paper: a new Web channel. Proc. of the Fourth International Conference on Web Information Systems Engineering, 209 – 218. O’Hara, K. & Sellen, A. (1997). A Comparison of Reading Paper and On-Line Documents. ACM Press. of CHI 97, 335-342. Rekimoto J., & Nagao, K. (1995). The World through the Computer: Computer Augmented Interaction with Real World Environments. Proc. of the 8th annual ACM symposium on User interface and software technology, 29-36 RELOAD (n. d.). Reload Editor & content Packaging: A Quick Start guide. RELOAD web site. Retrieved Oct. 25, 2005 at http://www.reload.ac.uk/ Shih, T. K., Chang, W., & Lin, N. H. (2003). Using SOAP and .NET Web Service to Build SCORM RTE and LMS. Proc. of the 2003 International Conference on Advanced Information Networking and Applications, 782-787. Shih, T. K., Lin, N. H., Chang, H. P., & Huang, K. H. (2004). Adaptive Pocket SCORM Reader. Proc. of 2004 IEEE International Conference on Multimedia and Expo, 1, 325-326. Signer, B., & Norrie, M. C. (2003). Multi-layered cross-media linking. Proc. of the 14th ACM conference on Hypertext and hypermedia, 106-107. Su, J., Tseng, S., Weng, J., Chen, K., Liu, Y., & Tsai, Y. (2005) “An Object Based Authoring Tool for Creating SCORM Compliant Course”.Proc. of 19th International Conference on Advanced Information Networking and Applications, 209-214 University of Phoenix (n. d.). Retrieved Aug. 15, 2006 at http://www.phoenix.edu Wang, T. H., Chang, H. B., Chen, S. Z., & Shih, T. K. (2006). The Video SCORM: Learning with entertainment. Proc. of International Conference on SCORM, 79-82. Wang, T. H., Chang, H. P., Sie, Y. L., Chan, K. H., Tzou, M. T., & Shih, T. K. (2005). Reading SCORM Compliant Multimedia Courses Using Heterogeneous Pervasive Devices. Proc. of the 2005 ACM Multimedia Conference, 806-807. Yang, J. T. D., Chiu, C. H., Tsai, C. Y., & Wu, T. H. (2004). Visualized online simple sequencing authoring tool for SCORM-compliant content package. Proc. of IEEE International Conference on Advanced Learning Technologies, 609-613 |
論文全文使用權限 |
如有問題,歡迎洽詢!
圖書館數位資訊組 (02)2621-5656 轉 2487 或 來信