The Development Research of A Website Checklist for Project-Based Learning

• Main Authors: Chin-Yuan Chuang, 莊靜圓
• Other Authors: Hueyching Janice Jih
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/66276850016354831430

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 90 === Facing the global competition of workmanship quality requirement, educational system is imperative to create a new turning point of learning experiences for students in Taiwan. Now our education reform calls on fostering students with individual as well as teamwork competences and learning with curriculum integration. This research is based on this view point and is to develop a construction checklist for a website for project-based learning (PBL) that is applying to our country. Developers of PBL website can take this checklist which is full of concepts and features of PBL, as a reference. The main result of the research is ‘a construction checklist for a PBL website.’ Data collection includes content analysis of websites and in-depth interviews with website developers and participants. Researcher integrates above results of websites content analyzing and interviewing to develop a PBL website checklist. This checklist has been checked with consistency reliability and expert validity. This checklist has seven aspects are as following: A. Learning Contents: language, natural and life technology, society, mathematics, art and humane study, health and physical education, comprehensive activities, information education, environmental education, sex education, human rights education, home economics education, and career development education. B. Learning Audiences: (a). national regions ─ Asia, America, Europe, Australia, Africa; (b). grades of students ─ kindergarten, elementary school, junior high school, high school, vocational school, college and university, graduate school, and society people. C. Activity Instruction: teaching the concepts of PBL for teachers and students, selecting now PBL activities, designing new PBL activities’ lesson plan, sharing the experiences of participating the PBL activities, news of workshop, instruction of signing up PBL activities, guide of operating the PBL website, and FAQs of the PBL website. D. Information of Individual Activity: project’s name, summary, goals, appropriate grade, time line, lesson plans, assistant needs, reaching the standards or essentials of lesson, news, references, source materials, participants, FAQs, attention matters, unit of sponsor, unit of cooperator, the guide for teachers, and the guide for parents. E. Features of Activity: PBL is aim at fostering competences of problem-solving, dealing with experience of life, tasks are full of challenge, result is a doing-artifacts, having diversity source of information, doing by teamwork, students are the focus, stress self-evaluation and peer review, and stress showing and sharing. F. Mechanisms of Activity: (a). audiences of collaboration and sharing ─ students to students (self and other teams), students to experts (or learning assistants), students to teachers, students to community (organization or individual), parents to students (or teachers), and teachers to teachers (or experts, community people); (b). models of collaboration and sharing ─ collaboration into teams in school, sharing between teams in school, sharing with not team number in school, collaboration into teams on the web, sharing between teams on the web, and sharing with not team number on the web; (c). contents of collaboration and sharing ─ showing and sharing resource of learning, exchanging and sharing data of observation, showing and sharing the results of activities (article-writing, electrical multimedia, real product, research report, and process record), and view and peer review (half-product of learning process and product of results); (d). tools of collaboration and sharing ─ uploading tools (on-line forms, upload with web interface of browsing, Ftp, and e-mail), showing tools (show with web pages, show with any files, and show after downloading), searching tools (on-line type-in forms / select forms), discussion tools (community discussion area, contact tools between teams, newsgroup, way of asking experts, and ePaper / newsletter), and visualization tools (analysis statistical maps, meteorological maps, maps, and satellite images). G. Interface Designing: outline of web pages, classifying of information, consistency of designing, designing of words, designing of graphs, designing of multimedia, designing of many templates, designing of individual content, time of waiting for the system, using friendly, operating properly, updating information, and hyperlinks’ quality.