臺灣博碩士論文加值系統

磨課師與翻轉教室的興起，逐漸成為受重視的新型教學方式。在製作數位教材的過程中通常是需要花費很多的人力、物力、及時間成本，使得製作出高品質的磨課師數位教材有較高的門檻，因此我們需要尋找一種低門檻、低成本、兼具高品質及更快速地輸出多媒體內容的實現方法。
本論文提出一種可負擔起的磨課師數位教材製作系統，除了能根據不同的教學方法進行多情境切換，並可讓教師以一人的方式自我進行導播，有效地降低教師與拍攝助教之間的依賴程度，當按下“停止錄影”即可以馬上完成一份高品質磨課師數位教材作品。
在翻轉教學中，高品質的磨課師數位教材，讓學生可以在線上自我學習，另外學生回到教室時，教師需要有一套良好的教具與教學方法，來實施學生在翻轉教室內的各項活動。本論文提出支援雙寬展屏之多點觸控螢幕整合設備，並以多點觸控電子書進行教導式教學，以及多人無線高畫質展示系統，可以無接縫地將指定學生(目標學生)的筆記型電腦或行動裝置畫面，投影製雙寬展屏螢幕中，以增強老師與學生，或學生與學生之間的互動學習。
本論文主要在實作如何提升磨課師數位教材品質之製作系統，以及翻轉教學所需之多元互動教學展示系統，其中多媒體錄製技術、觸控技術、雲端資料處理、Web API、MVC等都是本研究的核心使用技術，而這一些技術是目前落實使用體驗所需之核心技術。因此，在開發兩大系統過程中，我們發揮使用者體驗的精神，將這一些技術表現到極致，以提供使用者，包含教師、學生等，精緻化的解決方案。基於這一些技術的成熟及掌控，我們擴大我們的系統開發，主要延伸到校園資訊系統等。校園資訊系統可以表現出我們在多媒體信號處理、儲存、傳輸等技術之成熟度，讓校園資訊的透通度更加流暢。

Due to the fast progression of massive open online courses (MOOCs) and flipped classroom, both become acceptable and novel learning models. First, in order to design the high quality of digital content for MOOCs, the expenditure used to build a dedicated recording studio is often higher than traditional design model of distant learning. Therefore, we need to find a methodology to cost down the expenditure and still give the high quality of digital content. In this thesis, an affordable solution based on PC-based architecture is proposed. This system can offer a variety of teaching models to realize the real situation of classroom. In addition, one-man directing model is also available to let teachers record the program by themselves instead of assisting by a teaching assistant. Furthermore, this system can easily just press a button to start, pause, or stop the program. At the end of recording, the MP4 video can be immediately obtained just after the teacher presses the stop button.
Second, there are two learning phases of the flipped classroom, outside and inside of flipped classroom. Teachers have to assign a learning list including self-learning digital contents and activities to their students outside the classroom in advance. The quality of self-learning digital contents is always required to satisfy the standard of MOOCs digital content. After finished the learning list, students coming to the flipped classroom can fully discuss the problem, do exercise, experiment assigned team work instead of only listening lecture presentation. Therefore, a highly interactive environment for group discussion is proposed to let students seamlessly present their group report or opinion simultaneously. Students only use wireless connection to project their laptop screen or webcam into the interactive whiteboard without the burden of finding a VGA or HDMI cable. In addition, a double-screen interactive whiteboard with multi-touch function is proposed to let teacher can turn the page forward or backward on an eBook. Furthermore, the teacher can invite a group of students working together on this proposed system to do a team work. We believe that those interactive environments can give an optimal seamless learning environment for building an ideal flipped classroom.
We have applied the techniques of multimedia recording, multi-touch, cloud data processing, Web API and MVC to design our MOOCs content design system and highly interactive display system in this thesis. As we know, those techniques are also the main techniques applied to design the user experience system. Therefore, we have more ability to develop another ideal system. Hence, the campus information signage has been proposed to improve the information penetration inside a campus such that the video/audio can be processed, stored, and transmitted easily and smoothly.

Abstract ii
Table of Contents iv
List of Figures viii
List of Tables xii
Chapter 1 Introduction 1
1.1 Overview 1
1.2 Motivation 4
1.3 Organization of the Dissertation 7
Chapter 2 Literature Review 9
2.1 Flipped Learning and MOOCs 9
2.2 Video Compression Technology 12
2.3 Cloud Computing 17
2.3.1 Definition of Cloud Computing 18
2.3.2 Applications of Cloud Computing 19
2.3.3 Cloud Service Design 20
2.4 The Development of Touch Environments for c-Learning 22
2.4.1 Simple Edition of Dual-Board Multi-Touch Teaching Environment 24
2.4.2 Simple Edition of Interactive Multi-Touch Teaching Environment 25
2.4.3 Complete Edition of Interactive Multi-Touch Teaching Environment 26
Chapter 3 A Loosely-Coupling Hardware and Software Video Compression for Recording Affordable MOOCs Content with Various Scenes 28
3.1 Introduction 28
3.2 Related Concept and Skill 30
3.2.1 Common Teaching Methods in MOOCs 30
3.2.2 CUDA 32
3.2.3 Recording Approaches 33
3.3 Loosely-Coupling Hardware and Software Video Compression 35
3.4 Experimental Results of Video Compression 39
3.5 The Advantages of this Proposed System 45
3.6 Conclusions 47
Chapter 4 Toward a Highly Interactive Model of Flipped Learning 48
4.1 Introduction 48
4.2 Related Concept 50
4.2.1 Flipped Learning 50
4.2.2 Collaboration Learning 50
4.2.3 Cooperative Learning 51
4.2.4 Seamless Learning 53
4.2.5 Technology Acceptance Model (TAM) 54
4.3 Implementation of Flipped Learning 56
4.3.1 Instructional Design 56
4.3.2 Multiple Channel Presentation 59
4.3.3 Cooperative and Competitve Gaming Design 61
4.4 Analysis of Seamless Learning 63
4.5 TAM Analysis of Highly Interactive Environment 68
4.5.1 Research Model and Hypotheses 69
4.5.2 Questionnaire Design and Operational Definition 72
4.5.3 Development of Instruments 72
4.5.4 Reliability Validity Analysis 73
4.6 Conclusion 75
Chapter 5 Design of an eBook Software with Lecturing Function 76
5.1 Introduction 76
5.2 The eBook Software 78
5.2.1 The eBook Editor 78
5.2.2 The eBook Reader 80
5.2.3 The eBook Display while Teaching 83
5.3 Application in Education 89
5.4 Conclusion 91
Chapter 6 A Multi-Party Mahjong-like Spelling Game for English Vocabulary Learning Introduction 92
6.1 Introduction 92
6.2 Literature Review 94
6.3 Design Concept of Mahjong-like Spelling Game 99
6.4 System Implementation 104
6.5 Conclusion 111
Chapter 7 Based on the Concept of Learning Corner to Construct an Information TV System to Increase Student Learning Opportunities 112
7.1 Introduction 112
7.2 Background Review 115
7.2.1 Learning Corner 115
7.2.2 Instructional Design with Cognitive Theory 116
7.3 Construction of the Information TV System 117
7.3.1 The Design of Program Editor 119
7.3.2 The Design of Play List Editor 120
7.4 Conclusions and Future Works 121
Chapter 8 Conclusion and Future Research 122
References 128

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