峯 峯
( ) 0810~0840 0840~0900 0900~1010 1010~1030 1030~1200 1210~1330 1330~1500 1510~1530 1530~1700 RFID Track Session A 1 Track Session B 1 Track Session C 1 403 Track Session D 1 404 Track Session A 2 Track Session B 2 Track Session C 2 403 Track Session D 2 404 Track Session A 3 Track Session B 3 Track Session C 3 403 Track Session D 3 404
C-14 C-15 C-16 C-17
E-13 E-14 E-15 E-17 E-20 E-21
C-19 C-21 C-24 C-26 C-28 C-29
F-01 F-02 F-05 F-07 F-09 G-02
B-02 B-03 B-04 B-05 侊 B-06 B-07 H-01 E-03 E-04 E-05 E-06 E-22
I-01 I-11 I-04 I-09 I-27 I-03
E-19 C-18 C-01 C-03 C-06 C-07 E-07 瀞 E-08 E-09 E-10 E-11 E-12
I-15 I-18 I-22 I-23 I-25 I-02
longlife09@yahoo.com.tw mliu@npttc.edu.tw Abstract The purpose of this study is design a website for computer-assisted practicing, to use in a real experimental teaching, and to probe into its effect. The third graders in Kaohsiung City are population. The two class samples were withdrawn from every one large-scale school, medium-scale school, and small-scale school at random. One class was assigned to the website for computer-assisted practicing at random, and the other one was assigned to the traditional class. Furthermore, in order to analyze learning efficiency, in addition to collecting the pre-test, post-test, and postpone-test from those of two group students, the researcher collected attitude assessment record through learning from the website for computer-assisted practicing from experimental group and answer s record from experimental teaching.
The main discoveries of this research are as following: 1. Students of experimental group and controlling group made an apparent progress in achievement test after teaching regarding three-digital addition and subtraction. However, it didn t have apparent effect in achievement test in terms of teaching method. 2. Students of experimental group had good keeping concept, but students of controlling group didn t. 3. Apparently students of experimental group were satisfied with teaching way of the website for computer-assisted practicing. 4. The typical mistakes made by the experimental students in addition and subtraction are mostly not familiar with basic concept of addition and subtraction. 5. The experimental group students could revise their mistakes immediately by analyzing the reason why making mistakes through website. The research provides teachers alternative choice with the other teaching method. Teachers may use both website for computer-assisted practicing and regular teaching while processing. Keywords: A website for computer-assisted practicing, calculation ability, error patterns, three-digital addition and subtraction.
Research of Using RFID Technology in the Mobile Learning Andrew@mail.ncyu.edu.tw red@csie.ncyu.edu.tw chhong@csie.ncyu.edu.tw e-learning m-learning RFID
unfatty@tp.edu.tw stsai@cc.ntnu.edu.tw Andes (Intelligent Tutoring System, ITS) (1) (2) (3) (4) (Adaptive Learning) Andes
Study on Feasibility of Mobile-Digital-Teaching Implementation to Elementary Schools (Cheng-Ching Peng) D9015001@mail.ntust.edu.tw (Chung-Fan Lee) (Huei-Wen Ferng) hwferng@mail.ntust.edu.tw (Hsin-Jung Lin) ct930427@ms74.hinet. netalexgod2@yahoo.com.tw Department of Computer Science and Information Engineering National Taiwan University of Science and Technology SWOT: Strength, Weakness, Opportunities, and Treat
E-mailykwang@mails.fju.edu.tw E-maila9050504@st2.fju.edu.tw
, wangbb@mail.cju.edu.tw cjhou@mail.stut.edu.tw yangl@cc.kyit.edu.tw ns197@mail.fy.edu.tw 120 30%
ITS ---Ms. Lindquist unfatty@tp.edu.tw stsai@cc.ntnu.edu.tw Ms. Lindquist Ms. Lindquist
- From Visual Design Process to Discuss Curriculum Material in Digital Media- A Research of Web-page Design Project mwyikimo@yahoo.com.tw Linda Lohr TAP TAP Abstract Digital learning already became a trend and it can not be resisted, in the same time, creating curriculum material in digital media is a challenge, not only because of its many facets, but also because of the tug-of-war between application-oriented instruction versus fundamental concepts. The purpose of the research not only focus on visual design process to discuss the curriculum material in digital media, further more, in this research I use the Linda Lohr s TAP model to examine the web-page design process. I am trying to get a guideline for the future digital-learner designer, and provide a way for the future study. KeywordsDigital learning, TAP modelvisual Design
fengl@cc.fec.edu.tw doremi@cc.fec.edu.tw r0702kimo@yahoo.com.tw u713051yahoo.com.tw PDA RFID RFID
Development of group interaction strategies for web-based instruction--applications of group discussion, panel discussion and role playing methods yuntung@kiss99.com sclee@mail.tku.edu.tw
t222@nkc.edu.tw joyh@nkc.edu.tw t010@nkc.edu.tw
1. 2. 3.
kittyc@mail.stut.edu.tw M93G0207@webmail.stut.edu.tw (e-learning) E-Learning PDA E-LearningPDA( )
Java-Processor Java-processor GUIJava-processor I/O LCD ajile Keyboard : Java
The Expert System of Self Understanding by Integrating Mobile Communication and Multi-Tier Internet Network fuchien@mail.dyu.edu.tw r9206010@mail.dyu.edu.tw PHP VB
x5063@meiho.edu.t w tea045@mail.jsps.kh.edu.tw k450220@ms17.hin et.net x0011@meiho.edu.t w (Wireless LANGPRS3G) ( ) Visual.NET K12 GPRS
MobiPBL PBL 侊 E-maillyc@nfu.edu.tw (Problem-Based Learning, PBL) MobiPBL PDA PBL
XHTML The Construction of Mobile Learning Platform by Using Intelligent XHTML Webpage Encapsulation System Andrew@mail.ncyu.edu.tw chhong@csie.ncyu.edu.tw red@csie.ncyu.edu.tw PDA XHTML XHTML
leeci@mail.nutn.edu.tw price@mail.nutn.edu.tw
yfc@mail.dyu.edu.tw afon@chc.edu.tw JADE SCORM PASSI SCORM JAVA JADE (1) (2) PASSI
kqyan@cyut.edu.tw scwang@ cyut.edu.tw s9154604@cyut.edu.tw html
OWL 300 300 () s0522068@cc.ncu.edu.tw () jychen@csie.ncu.edu.tw Web Ontology Language (OWL) OWL OWL
eric@email.hanshin.com.tw sywang@isu.edu.tw
ANTS (Agent-Based Navigational Training System) huang@mail.ncku.edu.tw jack@www.mmn.es.ncku.edu.tw a9003174@stmail.isu.edu.tw jkeh@www.mmn.es.ncku.edu.tw nan@www.mmn.es.ncku.edu.tw ANTS ANTS web services DFPN (Dynamic Fuzzy Petri Net) Sharable Content Object Reference Model (SCORM) SCORM SCORMDFPN
mcchu@mcu.edu.tw PHP MySQL MathML : ; MathML
SCORM jiang@tkvs.ylc.edu.tw changct@yuntech.edu.tw SCORM SCORM SCORM (Content Packaging) SCORM, SCORM
mcnish@mcl1.csie.ncnu. puper@mcl1.csie.ncnu hychen@csie.ncnu.edu.tw edu.tw. edu.tw WEB Web Browser,
malinta@mclab.csie.ncnu. caspar@mclab.csie.ncnu. hychen@csie.ncnu.edu.tw.edu.tw.edu.tw Web (Marking-based Synchronization Multimedia Tutoring System) : Web
tjm@mail.ksut.edu.tw m805004@kmu.edu.tw
SCORM A SCORM-based English Connecting and Remedying Learning System for Pre-junior High Students and Courses Design Supported Group Learning honyee@km.cs.ccu.edu.tw coolxxx@km.cs.ccu.edu.tw hsujm@cs.ccu.edu.tw SCORM (self learning) (group learning method) SCORM SCORM Sequencing Navigation ( ) (Text-to-SpeechTTS) SCORM Abstract
Keywords: SCORM, Course Design, Group Learning, Text-to-Speech
Web-based MyeClass Web-based MyeClass LAPMLinux+Apache+PHP+MySQL Prototyping Life Cycle Incremental MyeClass 27
sun@nknucc.nknu.edu.tw f1239marklin@icemail.nknu.edu.tw Abstract Along with the rapid development of internet, internet security becomes more and more important. In this study, we adopt Snort to build a protection system which integrates E-learning platform in order to detect the invaders from the internet. In addition to that, through the convenience and in-time property that the internet possesses, we are able to provide services such as immediate notification and trouble shooting, etc., in order to facilitate the knowledge on internet security and maintain the normal operation of E-learning platform.
E-mail: winnson8015@yahoo.com.tw E-mail: jwding@cc.kuas.edu.tw E-mail: wongliin@yahoo.com.tw 逹 UDP RTP/RTCP Real Time Transport Protocol / Real Time Control Protocol FEC Forward Error Correction Quality of Services Chebyshev s theorem
sm@boe.tcc.edu.tw jec@lishin.tcc.edu.tw 1. 2. 3. 4.
wsling@m1.jsp.ks.edu.tw (SEM)
kbc@mail.ntctc.edu.tw
penghan @mail.ftps.kh.edu.tw tyhuang@mail.npttc.edu.tw 30 120 8.9 17.4 4.3 15.7 17.9 5.3
s2210@kscg.url.com.tw linc@ipx.ntntc.edu.tw 2003 APEC Journalistic Kids Contest 69 2003 APEC Journalistic Kids Contest t (p <.05)
92202007mail.sciedu.ncue.edu.tw sukhua@mail.sciedu.ncu.edu.tw (subject matter knowledge) (instructional representation)
rjeng@isu.edu.tw m9122017@stmail. isu.edu.tw Abstract Learning from the web is brought to the world by the help of the development of the World Wide Web. A learner can get help at any time in any place where is equipped with web. It can be very helpful to all the users. Situated learning is one of the important methods to learn. It can help students to understand and apply to the real life easily. In this research, we have surveyed the literature of the situated learning, the teaching system design, and the survey method. We also implement a situated learning website. This website can help the first and second grade of elementary school student to learn the Life course. KeywordsSituated learninglife courselearning website
cchui@mail.nutn.edu.tw ljf@austin.nutn.edu.tw 74 Felder Soloman Index of Learning StyleILS effect size
tnjamin@mail.tn.edu.tw APEC 301 1. 2. 3.
yhchang@mail.stut.edu.tw m9290301@mail.stut.edu.tw (Knowledge Management)
ktsun@mail.nutn.edu.tw crystal@icai1101.nutn.edu.tw NP-hard 0 ConTEST ConTEST NP-hard ConTEST
瀞
The Influence of Information Technology in Language Teaching on Students Learning Attitudes and Achievements Kanner@ilc.edu.tw Mttsai@mail.fgu.edu.tw
k-12 bestslin@seed.net.tw x5063@meiho.edu.t w baba_0131@yahoo.com. tw fang@nknucc.nknu. edu.tw k-12 k-12 参 K-12
clin@mail.npttc.edu.tw maymay.chi@msa.hinet.net (Learning with Computer) (Big6 Skills) (tool)
shinro@lst.ncu.edu.tw yang@cl.ncu.edu.tw laich@nanya.edu.tw (Personal Digital Assistant, PDA) (text-to-speech) (speech recognition) As the trend of globalization, English learning becomes more important. In the master plan of our government's educational reform, English learning is considered as starting at the third grade of primary school. Especially, training on listening or speaking skills is more emphasized than reading or writing. However, students have not much chance to practice with each other. In this study, we use the device of Personal Digital Assistant (PDA), incorporated with text-to-speech and speech recognition techniques to help students to practice oral practice. During a preliminary experiment in a classroom, we found that students have increased their practice times in our 1-on-1 learning environment. It indicates that students have much chance to speak, and have much confidence to speak in English. The teacher can understand students leaning state by records of the learning passport. It helps the teacher to improve the teaching strategies. keywordsenglish learning, text-to-speech, speech recognition, learning passport
The Multimedia Instructional Design and Development of Big Six Skills and PBL in an Elementary Course Wong, Wan-Tzu Wang, Buddy 69371026@cc.ntnu.edu.tw tnnd91@mail2000.com.tw
Shu-Juan Jing, Cheng-Hsiao Yang, Yuan-Chen Liu Graduated School of Educational Communications and Technology, National Taipei Teachers College ABSTRACT In this research, a web-based learning system is built for the purpose to facilitate children s cognitive strategy for better English word recognition. This system is theoretically based on Das s PREP which is an integral part of the structure of each task is to develop strategies such as rehearsal categorization, monitoring of performance, prediction, revision of prediction, sounding, and sound blending. Window sequencing is the basic model for the system in this research. Children are found improvement in word recognition after practice in this web-based system. After analysis of the letters collected by the system., 3 types of wrong spelling is generalized which is a good reference for English teacher English spelling instruction.
The Design of Role-Playing Computer Game Learning System for English Language clin@mail.npttc.edu.tw RPG extrinsic motivation intrinsic motivation
cccheng.kuohung@msa.hinet.net psshieh@mail.nsysu.edu.tw Flash Flash
byshih@mail.npttc.edu.tw -,
PDA lou@wmail2.npust.edu.tw a8802116@yahoo.com.tw e e PDA PDA PDA PDA E
g912825@student.thu.edu.tw jwo@mail.thu.edu.tw
icyeh@chu.edu.tw kimm@ms19.hinet.net m9104044@chu.edu.tw m9104058@chu.edu.tw energy13@ms45.hinet.net (1) (2) (3) (1) (2) (3) (1) (2)
92202011@sciedu.ncue.edu.tw
U9324819@ccms.nkfust.edu.tw peichun@ccms.nkfust.edu.tw Rasch Rasch Rasch
RFID / 202 / vb60@cyu.edu.tw joe.shiau@msa.hinet.net RFID ( (Antenna) ) (Reader) (Tag) (Tag) RFID
coolmimi13k@yahoo.com.tw ouyang@mail.nutn.edu.tw
Web-Based bms092108@ms3.ntctc.edu.tw bms092111@ms3.ntctc.edu.tw csko@mail.ntctc.edu.tw SCORM Web-based SCORM SCORM SCORM
Meta Search ocean618@giga.net.tw jun@saturn.yzu.edu.tw Meta search Google Meta searchgoogleregular Expression
sm@boe.tcc.edu.tw 1. 2. 138 3. :
- (RFID) peterchen@mail.stut.edu.tw m9390201@webmail.stut.edu.tw (RFID) RFID RFID RFID Reader RFID RFID RFID RFID RFID RFID RFID RFID RFID RFID (RFID)RFID RFID
* ** *memphis@ice.ntnu.edu.tw **tienyu@ice.ntnu.edu.tw
afanan1000@yahoo.com.tw ouyang@mail.nutn.edu.tw