教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31276
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Item Application of neural network on student modeling(1993-12-01) Hou, W. J.; Chang, K. E.Item Applications of a mobile electronic guidebook on museum learning: Analysis of visitors’ attention and behavioral patterns(2007-11-05) Sung, Y. T.; Lee, Y. S.; Chang, K. E.Item Apply handheld devices to formative evaluation in classroom(Elsevier, 2009-01-01) Chang, K. E.; Sung, Y. T.; Huang, C. C.Item Attributed concept maps: fuzzy integration and fuzzy matching(Institute of Electrical and Electronics Engineers, 2001-10-01) Chen, S. W.; Lin, S. C.; Chang, K. E.A concept map, typically depicted as a connected graph, is composed of a collection of propositions. Each proposition forming a semantic unit consists of a small set of concept nodes interconnected to one another with relation links. Concept maps possess a number of appealing features which make them a promising tool for teaching, learning, evaluation, and curriculum planning. We extend concept maps by associating their concept nodes and relation links with attribute values which indicate the relative significance of concepts and relationships in knowledge representation. The resulting maps are called attributed concept maps (ACM). Assessing students will be conducted by matching their ACMs with those prebuilt by experts. The associated techniques are referred to as map matching techniques. The building of an expert ACM has in the past been done by only one specialist. We integrate a number of maps developed by separate experts into a single map, called the master map (MM), which will serve as a prototypical map in map matching. Both map integration and map matching are conceptualized in terms of fuzzy set discipline. Experimental results have shown that the proposed ideas of ACM, MM, fuzzy map integration, and fuzzy map matching are well suited for students with high performances and difficult subject materials.Item CASTLE: A tutoring system with multiple strategies for reading comprehension(2002-12-09) Sung, Y. T.; Huang, J. S.; Chang, K. E.Item Concept mapping system with scaffolding learning(1998-10-14) Sung, T. C.; Chen, S. F.; Lin, S. C.; Chang, K. E.Item Constrained via minimization for three-layer routing(Elsevier, 1989-07-01) Chang, K. E.; Jyu, H. F.; Feng, W. S.The previous constrained via minimization problem for VLSI previous three-layer routing is the problem of deining which previous layers can be used for previous routing the wire segments in the interconnections of nets so that the number of previous vias is minimized. This problem has been shown to be NP-complete15. In this paper, this problem is first transformed to the contractibility problem of a previous three -colourable graph, then an heuristic algorithm is proposed on the basis of the graph contractability model. From experimental results, the algorithm proves faster and more efficient at generating very good results. For a typical case, the number of previous vias can be reduced by about 30%.Item Cooperative learning in small EFL early reading groups(2006-01-01) Lan, Y. J.; Chang, K. E.; Sung, Y. T.Item Cooperative learning in small EFL early reading groups(2005-06-03) 籃玉如; 張國恩; 宋曜廷; Lan, Y. J.; Chang, K. E.; Sung, Y. TItem A delayed layering three-layer channel routing(Institution of Engineering and Technology, 1990-07-01) Chang, K. E.; Feng, W. S.A new three-layer channel router with 'delayed layering' technique is presented. The delayed layering scheme in the routing can improve the capability of the router to reach comprehensive objectives. This new router not only minimises the tracks used, but also minimises the via usage and maximises the use of preferred routing layers. The delayed layering router consists of two steps: track assignment and layer assignment. The track assignment uses a topological sorting algorithm to determine the horizontal track number of every net. A layerless layout will result from the track assignment. The layer assignment heuristically determines which layers can be used for routing the wire segments in the layerless layout, such that the vias generated are as small as possible. The experiments showed that the solution quality with respect to via usage was better than the previous solutions and the number of tracks used in channel was satisfactory.Item The design of web-based instructional design environment and the examination of its effects(2001-11-12) Sung, Y. T.; Hou, H. T.; Chang, K. E.Item The development of young children’s categorical preferences and categorical concepts(2005-10-01) Sung, Y. T.; Lan, P. C.; Chang, K. E.Item The effect of concept mapping for improving reading comprehension and summarizing abilities: A comparison of scaffolding strategy, correction strategy, and self-generating strategy(2000-04-24) Sung, Y. T.; Chen, I. D.; Chang, K. E.Item The effect of learning achievement using computer-supported concept mapping with relation-free or fixed(2000-05-29) Lin, S. C.; Chang, R. B.; Chen, S. W.; Chang, K. E.Item Efficacy of simulation-based learning of electronics using visualization and manipulation(2009-01-01) Chen, Y. L.; Houng, Y. R.; Sung, Y. T.; Chang, K. E.Item Enhancing students’ strategy use and reading comprehension through a computer assisted strategies teaching and learning environment(Pergamon, 2011-01-01) Sung, Y. T.; Huang, J. S.; Chang, K. E.Item Enhancing teachers’ learning and reflection through digital portfolios with multiple aids(Elsevier, 2010-01-01) Sung, Y. T.; Chang, K. E.Item Evaluating the reliability and impact of a quality-assurance system for e-learning courseware(2009-01-01) Sung, Y. T.; Chang, K. E.Item Exploring the learning, reflection, and social interaction of teachers through digital teaching portfolios(2005-10-01) Sung, Y. T.; Chang, K. E.Though portfolios have been widely proposed as a tool for teacher learning and professional development, their effects have rarely been empirically evaluated. This study empirically evaluates the relationships among teachers’ learning, reflection, and social interaction, which are all demonstrated in digital teaching portfolios. 44 in-service substitute teachers participated in a course of classroom assessment and used a digital portfolio system to construct their contents of portfolios. Based on the framework of teachers’ reflective thinking developed by Sparks-Langer, Simmons, Pasch, Colton, and Starko (1990), we found that in their reflection journals most teachers were able to demonstrate middle to high levels of reflection, while most teachers did not show the highest level of reflection. We also found that teachers’ professional knowledge about classroom assessment, which was shown in their implementation of assessment activities, significantly improved during the process of constructing portfolios. The computer-mediated discourse among teachers were analyzed and then served as an indicator of teachers’ participation (social interaction) in the learning community. Pearson’s moment-product correlations were calculated among teachers’ level of reflection, intensiveness of social interaction, and learning. The results indicated that reflection is significantly related with social interaction, grades of homework, and summative achievement; but not with learning progress. Social interaction is significantly correlated with grades of homework, learning progress, and summative achievement. A metaphor of the teaching portfolio as a mediator for converging resources of and enacting teachers’ professional development was used to interpret the roles of portfolios in teachers’ professional development.Item Fostering learning through mobile device-based real-time formative evaluation(2006-07-14) Sung, Y. T.; Chang, K. E.; Hsiao, H. S.; Huang, C. C.
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