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題名：以知識翻新促進社群設計思考能力
作者：蔡以寧
作者(外文)：Tsai, Yi-Ning
校院名稱：國立政治大學
系所名稱：教育學系
指導教授：洪煌堯
學位類別：博士
出版日期：2023
主題關鍵詞：知識翻新環境；設計思考；機遇式分組；雙鑽石模式；鍊結表記；Knowledge building environment；Design thinking；Opportunistic collaboration；Double diamond model；Linkography
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本研究旨在探討學生在設計問題解決方案時，如何透過以想法發展為核心的知識翻新環境(knowledge building environment)，進行設計思考(design thinking)活動，同時創新知識並形成設計社群。研究分兩個面向：一是探討在協作歷程中，學生感知其學習環境對知識翻新支持的程度、其社群意識(sense of community)發展的程度、以及其知識創造觀點(knowledge creation)形成的程度為何？二是探討個別學生設計思考行為發展的歷程，與整體社群合作設計的知識共構歷程為何？
研究對象為某國立大學修習有關「設計與科技研究」課程之21位學生，課程為期一學期。任課教授運用知識翻新與設計思考相關理論進行教學，協助學生進行協作與創新，並各別設計出一解決日常生活問題的方案。在課程中運用機遇式分組(opportunistic grouping)使全體學生能充分進行想法交流。學習平台則使用「知識論壇」(Knowledge Forum)，讓課程中社群成員持續於此科技平台中貼文，記錄課間與課後之討論、並互相針對他人的方案設計提出建議、再各自進行方案修正、與想法的反思。透過設計思考雙鑽石模式(the Double Diamond design model)的引導，社群成員之設計想法在知識翻新與設計思考活動中持續發散與收斂，再經由學期中的方案報告與學期末YouTube頻道影片的彙製，以促進知識社群發展。
本研究為一混合式個案研究(mix-methods case study)。收集之量化與質性資料來源如下：1.「知識翻新環境量表」(Knowledge-Building Environment scale)；2.「社群意識量表」(Classroom Community Scale)；3.學生回答「何謂知識社群？」之開放式問卷；4.學生整學期於知識論壇的想法貼文。量化與質性資料分析結果如下：1.「知識翻新量表」測量結果顯示本課程確實逐漸在上課過程中形塑出一個更好的知識翻新環境。2.「社群意識量表」顯示學生的社群意識感知也有被強化。3.知識社群開放式問卷答案顯示，學生在知識社群的三種觀點上（即「知識是講述的」、「知識是分享的」、「知識是創造」），對「知識是創造」的感知程度有提高。4.針對學生在知識論壇想法紀錄的編碼與後續的行為序列分析顯示，學生在整個學期的設計行為呈現內在序列關係，服膺設計思考的雙鑽石模式。5.知識論壇想法紀錄在編碼並進行鍊結表記(Linkography)分析後顯示，社群成員於設計各自的方案過程中亦能同時進行高度合作，其過程也呼應了設計思考的雙峰模式。
綜上所述，本研究以想法中心的知識翻新進行機遇式分組學習，學生在集體交流協作下，提昇了知識翻新環境與社群意識的感知；同時也能進一步理解知識是由社群共創而來。而在設計思考活動實踐方面，社群的設計思考行為亦能呼應想法發散與收斂的設計思考雙鑽石模式；鍊結表記圖像也顯示學生能進行高度合作的設計歷程。根據上述研究成果，本研究也進一步對高等教育如何進行知識翻新與設計思考活動提出一些相關建議。
This study aimed to foster a design community in a knowledge-building environment. Under the guidance of knowledge building principles, students worked on their design projects and collaboratively transformed a leaning class into a design community. The study explored how students perceived a knowledge-building environment, formed a strong sense of community, and developed the perspective of knowledge creation. In addition, the study investigated and explicated students’ design thinking processes, and used Linkography as a means to illustrate students’ collaborative learning process to support design thinking activities.
Participants in the study were 21 college students enrolled in a one-semester course pertaining to “design and educational technology” in a national university in Taiwan. The instructor is an experienced knowledge builder to utilize idea-centered knowledge building principles for course instruction and for engaging students in conducting design thinking for effective learning. Opportunistic collaboration was employed to allow students to freely work with one another based on their learning interest while developing a strong sense of community. Knowledge Forum as a learning platform was used to support students’ online discussions and interaction, while working creatively and reflectively with diverse design ideas. Students were also required to present their design projects in the midterm and produce final video clips on YouTube channel at the end of the course as learning outcome.
The study was a mix-methods case study and collected quantitative and qualitative data, including: (1) the " Knowledge-Building Environment scale"; (2) the "Classroom Community Scale"; (3) an open-ended questionnaire concerning “what is a knowledge community”; and (4) online discussion notes concerning students’ design ideas and design thinking processes.
The results from quantitative data analysis were reported as follows. First, the "Knowledge-Building Environment scale" suggested that students were able to see their class as a knowledge building environment. Second, the "Classroom Community Scale" showed that students were able to develop a strong sense of community in this course. In contrast, the results from qualitative data analysis were presented as follows. First, the coding results of knowledge community showed that students were able to understand an effective knowledge community should support not merely knowledge acquiring and sharing, but also knowledge creating. Second, Lag Sequential Analysis further revealed that the processes of students’ online design activities synchronized a double diamond design-thinking model that embodies both divergent and convergent thinking processes. Finally, a Linkography analysis also illustrated that students were able to develop an effective collaborative design community. Some implications for how to cultivate and enhance community awareness for effective collaborative learning and how to design more effective instructional activities to enhance students’ design capacity were also discussed.
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