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專題演講-楊鎮華-Educational big data and learning analytics in MOOCs [點選前往]

專題演講-陳汝堅-Re#Creation Learning [點選前往]

專題演講-甘浩然-STEAM創客教育培養音樂興趣 [點選前往]

專題演講-劉德泰-數位轉型成熟度評估定位與解析 [點選前往]

成果發表-國立空中大學 [點選前往]

成果發表-美和科技大學 [點選前往]

成果發表-東海大學 [點選前往]

成果發表-臺北醫學大學 [點選前往]

成果發表-國立交通大學 [點選前往]

成果發表-國立清華大學 [點選前往]

成果發表-東吳大學 [點選前往]

成果發表-輔仁大學 [點選前往]

成果發表-慈濟大學 [點選前往]

Agenda

Keynote Speech

Educational big data and learning analytics in MOOCs

Prof. Stephen J.H. YANG

Department of Computer Science & Information Engineering, National Central University, Taiwan

Abstract

With the rise of educational big data, learning analytics has become a major trend for improving the quality of teaching and learning in MOOCs. Learning analytics is a kind of data analytics for analyzing students’ digital footprint while they interact with learning systems. The objective of this talk is to apply learning analytics on predicting student’s academic performance at an early stage and thus provide students with timely intervention in MOOCs learning environment. In this talk, I will present how to predict students’ academic performance based on tracking log of students’ learning activities. We compared the prediction of four datasets with eight classification models. We use the evaluators of accuracy, recall, precision, F1-score, and Area Under the Curve (AUC) of Receiver Operating Characteristic (ROC). According to the prediction results, we found that sample size and feature category have critical influence on the prediction performance. We also found that the significant features based on Pearson correlation analysis have great influence on the prediction performance too. In addition, we address the issues from learning environment, including over-concentration score, dropout students and data instance insufficiently, for improving prediction performance. The results revealed that the proposed performance tuning process could obtain optimal performance metrics and avoid over-fitting problem.

Re#Creation Learning

Chan ​Yu Kin

HKCCCU Logos Academy

Abstract

In the 21st century, educators are challenged to create learning activities that cater to all types of learners.The topic, Re#Creation Learning, is about how to re-create our learning mode for our students. Speaker will share lesson design so that students can work in teams to solve problems, or as the whole class to master the challenges within the game. Engaging in collaborative work teams and learning environment which foster cooperation in the classroom help prepare students for their future. During the learning process, learning-by-doing gives students a sense of accomplishment when they can demonstrate their knowledge. All these are done because of our students. We owe it to our students to bring what they are passionate about into classrooms.

STEAM創客教育培養音樂興趣

H.Y. Kam

S.T.W. Dr. Catherine F. Woo Memorial School

Abstract

或許我們從小就認定英語是世界語言,但在我心目中,音樂才是沒有種族或文化背景界限連繫人與人之間的世界語言。有感香港普遍家長視學生學習音樂、藝術為一種必要技能、一種升學甚或求職的工具,逐漸失去了音樂、藝術能豐富生命的重大意義,促使嘗試透過STEAM及創客教育將資訊科技、音樂與視藝三科整合,開展「創樂作樂」計劃,帶領學生動手製作屬於自己獨一無二的電子樂器,並先後將學生及其作品帶到美國、日本、深圳及香港Maker Faire參展,為學生提供國際性平臺展示及分享作品,與來自世界各地創客互相交流學習,期望學生最終能通過音樂、藝術抒發情感,養成健康的心靈,面對未來科技發展對他們生活上轉變帶來的新挑戰。

數位轉型成熟度評估定位與解析

Ted LIU

President of Taiwan Region, Wiedu Corporation

Abstract

數位成熟度自我評估及解析建議做法,是緯育TibaMe團隊藉由多年推動組織數位轉型和數位技能的經驗,及研究美國、英國、澳洲、新加坡等政府和企業數位成熟度相關文獻所設計;再經過國內產、官、學、研專家審閱,可用來衡量組織數位轉型的準備程度。「數位成熟度」包含兩個層面,一是「數位工具密度」,指組織在經營管理上總共投入多少數位科技含量來改善效率及效益,另一項是「轉型能力程度」,指組織總共投入多少資源,讓人員執行及主管管理可以達到組織數位轉型的目的。同時,在邁向數位轉型之前,領導階層及相關人員必須清楚組織在數位化世界中的定位,並針對組織管理、流程、人員、科技四大方向持續進行改善。在這場專題演講中,我將會說明數位轉型所帶來的新興機會與嚴峻的挑戰,數位成熟度評估的衡量關鍵指標;組織透過數位成熟度自我評估後成熟度級別的定位,及如何解析和建議組織後續提升數位化級別的準備,以幫助實現組織數位轉型的使命和願景。

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