apt-get設定

使用apt-get前，先作套件info的更新
> sudo apt-get update

以位置和情境感知網絡為基礎之主動式校園資訊服務系統 (黃志泰, 18:52)

以位置和情境感知網絡為基礎之主動式校園資訊服務系統 (黃志泰, 18:52)

http://ccnet.km.nccu.edu.tw/xms/content/play.php?id=484

Typeing Test

71 words

Typingtest

BIG SIX

何謂Big Six?
http://www.big6.com/
作者：Mike Eisenberg
Developed by educators Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely-known and widely-used approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools – K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task.
資訊問題解決大六法。 Big6分為六階段，可用12步驟來提問促使思行。：

一、Task Definition
定義資訊問題：例如研究主題是什麼？該如何做？需要回答的問題？需要什麼的資訊？
確認完成任務或解決資訊問題的資訊需求：在課堂上討論或透過網路線上討論，集思廣益、腦力激盪，課後可以使用電子郵件資料交流或網路教學平台，彼此討論，以界定出所需要的資訊。

二、Information Seeking Strategies
運用腦力激盪法，決定可能的資訊來源範圍：運用圖書館館內可用的資源及利用館藏目錄查詢；可詢問家長或同儕，請提供相關策略；也可參加相關主題的聊天室或討論群，或者利用網路檢索相關的電子資源。
決定不同資訊的順序，選擇最佳的資訊來源：將可能用的資源，按優先順序列出。

三、Location and Access to Information
定位資訊來源的所在位置：運用學校或社區圖書館找到合適的資訊資源，或透過網際網路找到合適的資源。
從來源中找到所需的資訊：可透過網路與相關專家連絡並取得幫助。

四、Use of Information
在資訊來源中，進行資訊的判讀：閱讀的資訊哪些是適切的？如何紀錄發現的資訊？是否會下載及剪貼資訊？
從資訊來源中，摘錄有關的資訊：經瀏覽、閱讀、組織、分析選出與主題有關的部份，將資料編輯成所需要的電子資料。

五、Synthesis
由眾多的資料來源中，重新組織資訊：將蒐集到的資料分門別類，重新組織資訊。
展示整合的資訊：運用文書處理或簡報軟體呈現資料，或建立多媒體、超連結的電子資源。

六、Evaluation
判斷作品的有效性：完成評量單；資料的搜尋，能學會多種的方法。
判斷資訊問題解決歷程的效能：完成作業的需求嗎？這是最好的作品了嗎？是否真正瞭解了？

Nikon-D90調控

Nikon Picture Coutrols
http://kenrockwell.com/nikon/d300/picture-control.htm

大片植物調控用：陰天+鮮艷+飽和3
圖片來源：http://www.mobile01.com/topicdetail.php?f=248&t=1290757&r=2&last=16124270

NGN簡介--廣興國小

NGN簡介
===================================================
時間：98.11.25
地點：廣興國小

• outline

• 新一代網路建置計畫
• NetPhone
• Google服務應用

教材：研習網址

Bloom's Taxonomy

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Competence	Skills Demonstrated
Knowledge	observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension	understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application	use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis	seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis	use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation	compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

* From Benjamin S. Bloom Taxonomy of educational objectives.

取自http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Bloom的教學目標，最初是分成認知領域、動作技能領域、情意領域。然後再依據領域分成不同層次。其中認知領域教學目標，由最簡單到最複雜的六個層次，依序為：

1. 知識(Knowledge)
2. 理解(Comprehension)
3. 應用(Application)
4. 分析(Analysis)
5. 綜合(Synthesis)
6. 評鑑(Evaluation)

2001年，Anderson、Krathwohl、Airasian、Cruikshank、 Mayer、Pintrich、Raths與Wittrock主編《Ataxonomy for learning teaching, and assessing: A revision of Bloom's taxonomy of educational objectives》一書中，修訂Bloom認知分類為「認知歷程向度(Cognitive Process Dimension)」(動詞)、「知識歷程向度(Knowledge Dimension)」(名詞)。

認知歷程向度包括六個層次：

1. 記憶(Remember)
2. 暸解(Understand)
3. 應用(Apply)
4. 分析(Analyze)
5. 評鑑(Evaluate)
6. 創造(Create)

原先的知識層次劃分為動詞層面和名詞層面，動詞層面便是記憶，名詞層面則是知識向度。知識向度又分成四項知識，分別是事實知識(Factual Knowledge)、概念知識(Conceptual nowledge)、程序知識(Procedural Knowledge)、後設認知知識(Metacognitive Knowledge)。

綜觀現今學生學習多重於低層次的記憶與瞭解，為改善學生學習的品質與知識的應用分析與創造，運用PBL(Project or Problem based learning)教學，是可行的教學策略之一。