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分析

在文檔中 中 華 大 學 (頁 76-83)

本研究為何採用 SOA 架構概念作為實現傳統教學理論的數位輔助教學工具,它與一 般傳統軟體開發模式差異性為何? 整理如表 11:

表 11、傳統軟體開發與 SOA 架構開發比較

項目 傳統開發模式 SOA 模式

架構 雜亂無章、僵硬、專屬 鬆散耦合

開發成本 每個服務須重新開發:成本高 應用服務可共用:成本較低

維護成本 應用服務重複過多增加成本 減少應用服務維護數量

時效 開發時間長 縮短開發時程

資料交換 無共同標準,交換困難 標準化資料交換

重複使用 應用服務無法重複使用 應用服務稍修改即可重複使用

應用再造 專屬系統無法再造 鬆散耦合可再造

8. 結論與建議

結論

其實數位學習的核心價值並非僅於如何發展技術,而是在於數位學習到底能教導學 習者什麼?學習者從中能獲取多少知識? 在本研究的方向為先了解各傳統教學理論,

再以現代資訊科技加以輔助實現。其中技術細節部分係以SOA架構去組合成適合不同 領域、不同學習階段的老師及同學所需要的功能,欲達到此節省成本又節省開發時間的 前提,為往後所開發的系統應該將所有服務功能模組化;讓系統可以像積木堆疊一樣,

快速組合成不同的面貌。當系統可以快速組合時,就很適合用於異質系統的整合,本研 究也提出目前大專院校常用的數位學習系統整合架構概念,除數位學習系統間的整合 外,也提出了與校內異質系統整合的概念。而最終的願景為建構個別化的數位學習系統。

76 建議

在整個數位學習的核心應該是人,所以在思考這個研究課題時是完全以人為出發 點;即是以較高階的視野來探討,怎樣的數位學習才是有效果的數位學習;畢竟再高深 的技術也無法保證能讓學習效果滿分,唯有從人的角度去探究學習者與授課者心態及障 礙因素才較有機會提昇學習效果。

所謂的「人」則包括學習的學生與授課的老師;在學生方面:如何讓學生能自動自 發的學習,及有興趣對課業或課堂的延伸知識再加探索是第一要務,尤其案例二的研究 對象為國中生,更需要引發他們的學習興趣。在老師方面,則考慮了非資訊背景的老師,

如何引發他們加入數位學習領域的興趣及克服對數位學習系統管理的恐懼,是今後努力 的目標。

雖然整合外購的數位管理系統非常困難,但它並非技術不可行,乃是數位管理系統 開發商心態問題;或許基於商業利益他們並不想與其他業者共享服務。這也就是為何目 前 SOA 應用大多在企業內部或與供應商之間,甚少擴及企業外部的因素之一。因此加 強與這些開發商溝通也是重要工作之一。

另外對於 SOA 的兩大缺點,也是今後研究可努力的重點。

77

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