| 課程代碼 | 11423720032 | 上課學制 | 大學部 | | 課程名稱 | 科技輔助語言學習
Technology enhanced language learning | 授課教師 (師資來源) | 劉沛琳(外語系) | | 學分(時數) | 2.0 (2.0) | 上課班級 | 外語系2年甲班 | | 先修科目 | | 必選修別 | 選修 | | 上課地點 | 創意樓 B01-305C | 授課語言 | 英文 | | 證照關係 | 有。 | 晤談時間 | 星期3第A節~第D節, 地點:創意樓劉沛琳老師研究室
| | 課程大網網址 | https://web085004.adm.ncyu.edu.tw/Syllabus/Syllabus_Rpt.aspx?CrsCode=11423720032 | | 備 註 | 教學進度及成績評量方式得視實際教學情況異動。 | | 本課程之教學主題、內容或活動是否與性別平等議題有相關之處：否 | 本課是否使用原文教材或原文書進行教學：否 | | 是否安排彈性教學週次：否 |
◎系所教育目標：
(Space) | | ◎核心能力 | 關聯性 | | 1.自我了解與發展 | 5 關聯性最強 | | 2.公民責任與實踐 | 3 關聯性中等 | | 3.國際文化與視野 | 5 關聯性最強 | ◎本學科內容概述：
Technology-enhanced language learning (TELL) encompasses a variety of uses of technology which enables, expands, and enhances language teaching and learning through a variety of innovations. In the 21st century, it is rare to encounter a classroom which does not use technology to some degree. Powerpoint presentations, Youtube videos, interactive response systems (IRS), and other online resources continue to grow in popularity. At the same time, the “digital divide” (or gap in the amount and quality of digital resources between poorer and remote schools as compared to richer or more urban schools) is also disappearing. Thus, what we are facing in this decade is an increasingly apparent “digital use divide” in which the effective use of technology as a transformative agent of student empowerment is emphasized, in comparison to some applications of Computer Assisted Language Learning (CALL), in which computers serve only as assistants to learning. TELL, as such, emphasizes the role of technology to empower students, improving and deepening learning. TELL embraces many types of applications, ranging from the use of mobile devices (mobile-learning), to digital game play and design, 3D modeling and printing technologies, applications for multimedia recording and editing, and services for online collaboration and networking. | ◎本學科教學內容大綱：
Below are 18 proposed topics for content related to TELL (although a full syllabus may need two or more weeks per topic and would need to involve time for students to demonstrate their use of TELL through assessment activities):
1. Interdisciplinary learning outcomes related to technology-enhanced language learning (computational thinking, higher order thinking, Maker’s spirit, STEAM)
2. Find a place for TELL in the EFL classroom
3. Multimedia applications: video design and editing
4. Multimedia applications: website design
5. Digital game-based learning and game design (Scratch, Scratch Jr., Kodu)
6. Micro-controller unit (MCU) programming through Scratch for Arduino (S4A) – using English software
7. 3D modelling and printing
8. Drone photography/recording integrated into English projects
9. Mobile learning applications for English learning (Mobile-assisted Language Learning; MALL)
10. Mobile device applications for
10.Interactive Response Systems: Assessment of Learning; Classroom Management (Zuvio, Quizlet, ClassDojo, Code.org)
11.Interactive Response Systems: Gamification (Kahoot, Quizizz, Plickers)
12.Animation and e-book design (ShineCue)
13.Classroom collaboration platforms (Google Classroom, Blackboard, Nearpod, Padlet)
14.Ministry of Education resources (Cool English, EduCloud, APP Store)
15.Digital storytelling (Voicethread, StoryBird)
16.Technology-integrated Inquiry-based Learning (TIIBL) (Webquests, Escape Room Games, Treasure Hunts)
17.Instruction using Google Resources (Maps, Mail, Cloud Data Storage, Classroom)
18.Online multimedia resources (Youtube,Voicetube) | ◎本學科學習目標：
本課程擬從心理、文學、哲學角度，以原文漫畫影片觀賞、小組討論、桌遊方式，分析影集中的豐富人性教材。 | | ◎教學進度： | | 週次 | 主題 | 教學內容 | 教學方法 | 01
| 課程介紹: 國際文化與視野 | 課程介紹 | 作業/習題演練、操作/實作、講授。 | 02
| 課程介紹: 國際文化與視野 | 課程介紹 | 作業/習題演練、操作/實作、講授。 | 03
| 文學作品介紹: 馬斯洛需求層次理論的自我了解與發展 | 時光不復返: 活動一我是誰 | 作業/習題演練、操作/實作、講授。 | 04
| 文學作品介紹: 馬斯洛需求層次理論的自我了解與發展 | 時光不復返: 活動一我是誰 | 作業/習題演練、操作/實作、講授。 | 05
| 文學作品賞析: 恐懼對人類造成的影響對自然探索與關懷 | 膽量: 活動二卡牌人生 | 作業/習題演練、操作/實作、講授。 | 06
| 文學作品賞析: 恐懼對人類造成的影響對自然探索與關懷 | 膽量: 活動二卡牌人生 | 作業/習題演練、操作/實作、講授。 | 07
| 文學作品賞析: 世界末日的壓力成因與後果及創意思考與啟發 | 去陪青蛙: 活動三何處是兒家 | 作業/習題演練、操作/實作、講授。 | 08
| 文學作品賞析: 世界末日的壓力成因與後果及創意思考與啟發 | 去陪青蛙: 活動三何處是兒家 | 作業/習題演練、操作/實作、講授。 | 09
| 文學作品賞析: 心理歷程與代價及創意思考與啟發 | 幫派: 活動四何處是兒家 | 作業/習題演練、操作/實作、講授。 | 10
| 文學作品賞析: 心理歷程與代價及創意思考與啟發 | 幫派: 活動四何處是兒家 | 作業/習題演練、操作/實作、講授。 | 11
| 期中成績預警 | 期中成績預警 | 作業/習題演練、操作/實作、講授。 | 12
| 文學作品賞析:壓力成因與後果、公民責任與實踐 | 野火: 活動五陰屍路的人性與黑暗 | 作業/習題演練、操作/實作、講授。 | 13
| 文學作品賞析:壓力成因與後果、公民責任與實踐 | 野火: 活動五陰屍路的人性與黑暗 | 作業/習題演練、操作/實作、講授。 | 14
| 文學作品賞析: 談團體認同 | 第十九號對象: 活動六Walking Dead | 作業/習題演練、操作/實作、講授。 | 15
| 文學作品賞析: 談團體認同 | 第十九號對象: 活動六Walking Dead | 作業/習題演練、操作/實作、講授。 | 16
| 期末報告 | 期末報告 | 作業/習題演練、操作/實作、講授。 | 17
| 期末報告 | 期末報告 | 作業/習題演練、操作/實作、講授。 | 18
| 成績確認 | 成績確認 | 作業/習題演練、操作/實作、講授。 | ◎課程要求：
教學內容得視實際情況異動。 | ◎成績考核
課堂參與討論40%
書面報告60%
補充說明：教學內容及成績評量方式得視實際教學情況異動。 | ◎參考書目與學習資源
法蘭·達拉本特 《陰屍路》(The Walking Dead) | | ◎教材講義 請改以帳號登入校務系統選擇全校課程查詢方能查看教材講義 |
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