臺灣博碩士論文加值系統

本研究的目的在於實作一個教案推薦系統。運用智慧型代理人技術,在 JADE 平台上結合SCORM 標準化的課程物件架構達成教案推薦功能，以降低教師在網路上編撰教材的負擔。在 SCORM 標準化課程物件單元是選用”計算機概論”作為本研究試驗的教材。本系統中共有兩個代理人，一為使用者介面代理人（User Interface Agent，UIA），另一為課程推薦代理人（Lesson Plan Agent, LPA），而兩個ontology分析輔助代理人分別作為「人與代理人」和「代理人與SCORM化教材」的溝通介面。前者作為接受教師的操作指令,而後者則是CRA推薦課程物件所需要用到的動作和資料屬性定義在課程物件的ontology中，而兩個代理人之間的溝通即透過此ontology而明白對方代理人的要求。本研究實結合代理人與SCORM標準化課程物件而達成教案編輯自動化的功能。本研究的成果有三方面，即1.可以作為協助解決教師為因應九年一貫課程所帶來的自編教材的壓力；2.充分發揮課程物件的再使用性；3.累積了融入代理人技術於課程物件的本土化經驗，提供未來教育研究的新構面。

The purpose of this paper is to construct an agent-based recommender system for course sequences. Based on the SCORM-based standardized course objects, this system can be used to reduce teachers’ overload in terms of course editing from the Internet. The course we choose in this paper is “Introduction to computer science” as trial course content. In this multi-agent system, there are two agents: User Interface Agent (UIG) and Lesson Plan Agent (LPA). The former is in charge of teacher and agent communication. In contrast, the latter plays planning course sequences, keeping user model, and communication with UIG. Also, two ontologies play as semantic level communication for teachers vs. UIA and UIA vs. LPA. This paper starts to explore how to use intelligent agent technology and the SCORM-based course objects in educational research. The results of this paper have three constributions: 1.to reduce teachers’ overload in terms of course editing from the Internet; 2. to fully utilize reusabilities of course objects on the web; 3. to accumulate how to integrate intelligent agent technology into SCORM-based course objects in localization education.

謝 辭 I
摘 要 II
ABSTRACT III
目 次 IV
圖目次 VII
表目次 X
第一章 緒論 1
第一節 研究動機 1
壹、資訊處理的方法 3
貳、知識表示法 4
參、智慧型代理人 7
第二節 研究目的 8
第三節 待答問題 9
第四節 研究範圍 10
第五節 研究限制 10
第六節 名詞解釋 11
第七節 論文架構 12
第二章 文獻探討 15
第一節 知識管理系統 15
壹、知識管理 15
貳、知識管理系統與策略 16
參、結語 16
第二節 SCORM 遠距學習環境的標準 17
壹、課程物件內容整合模式 17
貳、SCORM執行環境 21
參、SCORM教材發展狀況 22
肆、小結 23
第三節 代理人系統的影響 23
第四節 ontology 26
壹、ontology的What認知層面 27
貳、ontology的Where認知層面 31
參、ontology的When認知層面 33
肆、ontology的Why認知層面 36
伍、ontology的Who認知層面 37
陸、ontology的How認知層面 37
柒、結語 57
第三章 研究方法 59
第一節 系統發展 59
第二節 系統架構 61
第三節 發展工具 63
壹、代理人發展工具 63
貳、本體論發展工具 68
參、教材描述工具 71
第四章 系統分析與研究結果討論 79
第一節 系統說明 79
壹、使用者介面代理人 79
貳、教案順序推薦代理人 82
參、代理人溝通 84
肆、知識模組 88
第二節 系統展示 91
第三節 推薦過程說明 95
壹、規劃分類項目 95
貳、教材關係的連結 96
第四節 推薦演算法 100
壹、知識積木的概念 101
貳、推薦演算法 102
第五節 實驗設計 104
壹、情節一 105
貳、情節二 109
第六節 結語 111
第五章 結論和建議 115
第一節 研究發現 115
第二節 結論 116
第三節 建議 117
壹、設計編輯工具 117
貳、增加課程物件的關連 118
參、增加跨平台的功能 118
肆、增加語意的查詢 118
伍、推廣語意網頁 119
參考書目 121
壹、中文部分 121
貳、西文部分 122

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