臺灣博碩士論文加值系統

本研究建構一個線上影片協同合作註記系統，學習者可於觀看線上影片學習時能新增、編修個人的文字及圖形註記，亦可參考他人的學習註記，經由此動作可將數位教材轉成個人化教材以提高學習效果及後續分享之用，希望藉由系統提升影音教學的學習效果，並將個人心得與建議等內隱知識(Tacit Knowledge)，透過註記功能將知識外顯化達到易傳播與分享。現今數位學習（Digital Instruction）雖可透過網路進行線上或離線學習，但始終無法讓學習者的註記與教材很輕易做有效率的聯結與整併，降低學習過程的不便，甚至希望能透過學習註記來促成學習者間的溝通及共同目標的學習。因此，本研究將藉由RIA技術、串流視訊之探討，提出線上影片協同合作註記架構，並以訓練口頭簡報為個案實作系統雛型。由系統使用態度調查實驗結果顯示，系統整體滿意度上，獲得90.4%使用者認同，RIA界面設計為87.8%，協同合作註記功能亦有84.8%。表示多數學習者對於系統所提供的協同合作註記功能皆感到認同，尤其是學習者認為參考別人的註記成果對於個人在學習上是有實質上的助益，且多數學習者對於系統功能不需另外安裝軟體覺得很方便，在操作使用上亦覺得容易上手。大多的學習者對於本研究所提供之系統學習體驗過程感到良好且正向，因此可知系統所提供的協同合作註記環境與註記知識的累積確實有助於口頭簡報的訓練。

This research constructs a collaborative annotation system for online video, which allows the learners are able to update, edit personal documents and annotate the graphs via online-film watching for personal learning preferences. Through the way of transforming digital teaching materials to be more personalized, it helps improving the effect of learning and further sharing with others. The effect of digital learning may be able to be raised by this collaborative annotation system for online video and the personal learning notes and tacit knowledge can be shared by the functions of annotation for delivering to others.
Digital Instruction can be proceed online or offline though the Internet today, but it is still not easy for learners to integrate the personal annotations and the given materials. Therefore this research raises collaborative annotation system for online video based on technology of RIA, investigation of streaming video camera and the prototype model of oral presentation training, we hope to reduce the difficulties during learning and even encourage the communication between learners to form the same goal.
Demonstrated by the system used attitude survey experimental results that in the system overall degree of satisfaction, obtains 90.4% users to approve, the contact surface design of RIA is 87.8%, the function of coordinating annotation also shows in 84.8%. It expresses that the most learners approve the function of coordinating annotation; particularly the learners consider it is helpful to have others’ personal materials in the study, and the most learners do not need extra installations regarding the system function to think are very convenient, also thinks the easy seat of honor in the operation use.
Most learners see the positive about the system learning experience process provided by this research, in the other words, the collaborative annotation system for online video environment and accumulated the annotation knowledge provided by system is positive for presentation training.

目錄
摘要 I
ABSTRACT II
誌謝 IV
圖目錄 VII
表目錄 VIII
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究問題 2
1.3 研究目的 2
1.4 研究範圍 3
1.5 研究限制 3
1.6 論文架構 4
第二章 文獻探討 6
2.1 數位學習與傳統學習 6
2.1.1合作學習 6
2.1.2協同合作學習 7
2.2 註記 8
2.2.1線上註記 9
2.2.2影片註記 10
2.3 動態影像媒體 10
2.3.1串流媒體 11
2.3.2 Flash Video 11
2.3.3 ActionScript 12
2.4 豐富網際網路應用程式 13
第三章 研究方法與系統架構 18
3.1 研究方法 18
3.2 系統架構 18
3.3 發展系統架構 21
3.4 分析與設計系統 25
第四章 系統實作與討論 27
4.1 研究環境 27
4.2 系統流程 28
4.3 線上影片協同合作註記功能 29
4.4 系統學習情境設計 32
4.5 系統滿意度調查 35
第五章 結論與建議 39
5.1 研究結論 39
5.2 未來研究建議 39
參考文獻 41

圖目錄
圖1-1 研究範圍收斂 3
圖2-1 傳統WEB同步模型與RIA非同步模型 17
圖3-1 系統發展法 18
圖3-2 系統層次架構圖 19
圖3-3 線上影片協同合作註記架構 19
圖3-4 系統概念架構圖 21
圖3-5 系統架構圖 21
圖3-6 影片註記意示圖 24
圖3-7線上影片註記操作介面 24
圖4-1 系統流程操作 28
圖4-2 使用FLASH建構RIA應用程式 30
圖4-3 線上影片註記介面 31
圖4-4 文字註記工具 33
圖4-5 圖形註記工具 34
圖4-6 註記點快速瀏覽工具 34
圖4-7 註記記錄清單 35
圖4-8 各評測構面平均滿意度 38
圖4-9 各評測項目滿意度分佈 38

表目錄
表2-1 協同合作學習運用於學習上的優點 8
表2-2 WEB 與RIA 差異比較 14
表3-1 MIDDLEWARE 與 FLASH REMOTING 23
表4-1 本研究所使用的硬體配置 27
表4-2 本研究所使用的軟體配置 27
表4-3 系統滿意度調查結果 36
表4-4 系統使用態度調查結果 37

[1]Allaire, J. (2002). Macromedia flash MX- A next-generation rich client. Macromedia White Paper.

[2]Barros, B., Verdejo, M. F., Read, T. & Mizoguchi. R. (2002). Applications of a Collaborative Learning Ontology, Second Mexican International Conference on Artificial Intelligence (MICAI), Lecture Notes in Computer Science 2313, Apr. 22-26, 301-310. Merida, Yucatan, Mexico.

[3]Carr Britt. (2008). Video Annotation System and Formative Assessment Tool Using Flash Media Server. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008, 2155-2157.

[4]Catherine C. Marshall (1997). Annotation: From Paper Books to the Digital Library. Proceedings of the Second ACM Conference on Digital Libraries, July 23-26.

[5]Chris Loosley. (2006). Rich Internet Applications: Design, Measurement, and Management Challenges, Keynote Industry Brief.

[6]Christodoulou, S. P., Styliaras, G. D., & Papatheodorou, T. S. (1998). Evaluation of hypermedia application development and management systems. Ninth ACM Conference on Hypertext and Hypermedia, Pittsburgh, Pennsylvania, United States, 1-10.

[7]Duhl, J. (2003). Rich Internet Applications, IDC White Papers.

[8]Garrett, J. J. (2005). Ajax: A new approach to webapplications. from http://www.adaptivepath.com/ideas/essays/archives/000385.php

[9]Hidi, S., & Anderson V. (1986). Producting written summaries: Task demands, cognitive operations, and implications for instruction. Review of Educational Research, 56(4), 473-493.

[10]Johnson, W., Jellinek, H., Klotz, L., Rao, R., & Card, S. (1993). Bridging the Paper and Electronic Worlds: The Paper User Interface. In Proceedings of the INTERCHI’93 , 507-512.

[11]Jooce. from http://jooce.com/

[12]Kozma, R.B. (1994). Will Media Influence Learning? Reframing the Debate. Education Technology Research and Development, 37(1), 67-80.

[13]Lee, J. (2005). RIA application. from http://blogs.adobe.com/yclee/Present/Adobe_RIA-20071030-3.pdf

[14]Likert, R. (1932). A Technique for the Measurement of Attitudes, Archives of Psychology, 140, 1-55.

[15]Nunamaker, J. R., Chen, J. F. & Purdin, T.D.M. (1991). Systems Development in Information Systems Research, Journal of Management Information Systems, 89-106.

[16]Peterson, R. W., Marostica, M. A., & Callahan, L. M. (1999). e-Learning: Helping Investors Climb the e-Learning Curve. USA: U.S. Bancorp Piper Jaffray Equity Research, 23-30.

[17]Preciado, J. C., Linaje, M., Sanchez, F., & Comai, S. (2005). Necessity of Methodologies to Model Rich Internet Applications. Seventh IEEE International Symposium on Web Site Evolution, 7-13.

[18]Quade, A. M. (1996). An Assessment of Retention and Depth of Processing Associated with Notetaking Using Traditional Paper and Pencil and On-line Notepad During Computer-delivered Instruction. (Eric Document Reproduction Service, No.ED383 330)

[19]Rogers, Y., Price, S., Fitzpatrick, G., Fleck, R., Harris, E., Smith, H., & et al. (2004). Ambient wood: Designing new forms of digital augmentation for learning outdoors. Third International Conference for Interaction Design and Children (IDC 2004), Maryland, USA, 1-8.

[20]Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Process, Cambridge MA: Harvard University Press.

[21]Wikipedia. from http://www.wikipedia.org