工作坊教學方式在地方品牌推動上的運用與改善之研究

Research on the application and improvement of the workshop teaching method in the promotion of local brands

多年來公部門為了創造「一鄉一特色」以及提升在地產業的品牌化發展，積極執行社區產業培力與行銷相關計畫。本研究作者從2015年起以教學者身份，進入社區協助地方品牌工作坊的教學課程，促進社區提升設計知識與美感。研究者同時參與觀察者的身分，以行動研究的方法來分析多年實踐的工作坊教學方式在地方品牌推動上的運用與改善之道。研究結果顯示：1.從三輪教學實踐中發現事先熟悉社區資源、案例先行、建立社群連結等有助於學員學習效果的提升；2.教學者的行動特質包括「事先理解學員、提供包裝診斷服務、大量案例分享、鼓勵小組合作演練、使用社群媒體交流」等，可促進學習者快速思考並提高學習力；3.學習者的行動特質包括「積極參與動機、快速理解力、提升審美觀、發現設計問題」；4.地方品牌工作坊的課程時間，受現實條件限制導致設計介入淺，且學員有經費問題需要支援；5.地方品牌工作坊教學建立了4大構面、12步驟、4教學原則、4教學目標與1個最終目標的模式，整個工作坊雖短期卻有力，可以刺激學習者快速進入成人學習模式。本結論可提供公部門和輔導團隊參考與後續修正。

Over the years, in order to jointly create 'one township, one characteristic' to enhance the branding development of the real estate industry, the public sector has actively implemented the community industry marketing plan. The author of this study has been a teacher since 2015, and has entered the community to assist in the teaching courses of local brand workshops, promoting the community to enhance design knowledge and aesthetics. As a participant observer, this study uses an action research method to analyze the application and improvement of the workshop teaching method that has been practiced for many years in the promotion of local brands. The research results show that: 1. From the three rounds of teaching practice, it is found that prior familiarity with community resources, case first, and establishment of community connections can help students to improve their learning effect; 2. The behavioral characteristics of teachers include 'understanding students in advance, providing packaging diagnosis Services, sharing a large number of cases, encouraging group cooperation exercises, using social media to communicate, etc., can promote learners to think quickly and improve their learning ability; 3. The learner's action characteristics include 'active participation motivation, rapid understanding, and improved aesthetics' , discover design problems”; 4. The course time of the local brand workshop is limited by practical conditions, resulting in shallow design intervention, and students need support for funding problems; 5. The teaching of local brand workshops has established 4 major dimensions, 12 steps, The model of 4 teaching principles, 4 teaching goals and 1 final goal, the whole workshop is short-term but powerful, which can stimulate the learners to quickly enter the adult learning mode. This conclusion can provide reference and subsequent revisions for the public sector and the coaching team.