檔案評量應用於數位學習環境：協助肢體殘障者學習防災教育

Portfolio Assessment on Electronic Learning Environments: Physical Disabilities Learning Escaping from Fire Accident

2008 年12 月為止，台灣已經有104 萬人領有身心殘障手冊(內政部統計處)，如何幫助身心殘障者學習一些日常生活中必備的知識是一件非常重要的事情。然而有些技能和經驗的知識必須要在真實的環境中做中學才能學好。近年來，由於電腦和網路的快速發展，數位學習已經非常廣泛的在許多領域裡當作學習的平台。為了幫助學生學習技能和經驗的知識，許多不同的數位學習環境也已經被開發。然而身心殘障有非常多種類，不同的身心殘障者因為本身能力的不同，即使在相同的學習環境，需要學習的知識都不同。老師在設計數位學習環境時，應該針對不同的身心殘障者設計符合他們能力的狀況，這對老師來說，就變成一個非常大的負擔。設計不完整的數位學習環境，無法滿足所有身心殘障者的需求，導致學生在做中學的過程中，會產生一些不適當的行為。此外，評量是學習中一個非常重要的部份，傳統的紙筆測驗是不足以用來評量學生在學習環境中的學習成就，而檔案評量很適合用在數位學習環境中做評量。在這篇論文中，我們設計了一個協助肢體殘障者學習防災教育的數位學習環境。為了能夠在此數位學習環境記錄學生的學習過程，設計了一個對應的學習檔案格式。而為了能夠清楚的表達領域知識中的概念、迷思概念、以及他們之間的關係，我們設計了一個學習本體論來表達這些知識。對於因為有迷思概念而無法順利完成數位學習環境的學生，藉由學習本體論的輔助，提供了一個適性化學習順序產生的方法，用來產生適性化的補救教材幫助學生罹清迷思概念。藉由分析學生的學習檔案，可以找出學生不適當的行為，如此一來可以幫助老師將設計不完整的數位學習環境設計的更完整。

There are 1.04 million persons who possess the handbooks of physical and mental disability till December， 2008 in Taiwan (Department of Statistics， Ministry of the Interior， Taiwan， 2009). How to help disabled persons learn the critical knowledge is very important. Some knowledge about skills and experiences should be learned by doing in the real world environments， called Learning Environments (LEs). Due to the fast developments of computer and network technologies， the characteristics of e-learning on personalization， adaptability， interactivity， immediateness， and convenience have been commonly utilized as the learning platforms in many education domains. Moreover， various electronic Learning Environments (e-LEs) have been developed particularly for the domains in special education. There are different kinds of disabilities for students， and teachers have to design appropriate e-LEs for them depending on their individual disabled conditions. Therefore， the design works on e-learning environments for disabled students becomes heavy load for teachers， and teachers usually could not fulfill the needs properly for each individual student. Accordingly， some incapable actions could happen to the handicapped students occasionally. In addition， assessment is an essential part of learning. However， traditional pencil and paper test is not enough for assessing LEs. Thus portfolio assessment can be applied to evaluate students’ learning achievements on e-LE.In this paper， an e-LE with a learning portfolio structure is designed specifically for event handling for persons with physical disabilities during fire accident. Besides， learning ontology is designed to represent the concepts， misconceptions， and their relationships. Also， the function of adaptive learning sequence generation is provided for preparing adaptive remedial tutoring as the learner cannot go through the learning process on an e-LE. Although defining the relationships among learning behavior， concepts， and misconceptions is not easy for teachers， the incapable actions of handicapped students could be obtained by analyzing their personal portfolios. Moreover， the incomplete requirements of e-LE could be made up according to the detected incapable actions of disabled students.