资讯与组织实验室.ppt

iTandOrganizationLAB 指導教授 呂新科 謝清佳 iTandOrganizationLAB TheeffectofCognitivestyle modeltypeonDSSacceptance AnempiricalStudyPeriodicalpaperEuropeanJournalofOperationalResearch131 2001 649 663EJoOR 2001 DigitalLearningDashboardinanUniversityConferencepaper第四屆全球華人科技研討會 Singapore GCCCE 2000 ExploringtheFrameworkofKnowledgeManagementonCampusConferencepaper全國計算機會議 台北 NCS 2001Dec AnExploringontheEffectsofLearningstyleontheAcceptanceofBlendede LearningSystems conferencepaper unfinished 2003 3rdInternationalConferenceonTechnologyinTeachingandLearninginHigherEducationJuly14 16 2003Heidelberg Germany ConferenceTrackInformationSystemandKnowledgeManagement ExploringtheFrameworkofKnowledgeManagementonCampus ExploringtheFrameworkofKnowledgeManagementonCampusConferencepaper全國計算機會議 台北 NCS 2001Dec 本研究的主要目的便是經由文獻探索 據以相關理論架構為基礎提出符合校園營運的知識管理統合架構 同時以數位華岡的經營實務去解析這個架構並驗証執行成效 Introduction 知識的內涵 EDIKW知識演進模型資料來源 本研究 管理顧問ArthurAndersen及MillionDollar均引用 資料 資訊 知識 智慧 的架構 6 SupportDecisionMaking SupportOrganizationLearning TheoreticalBackgroundKMLiteratureReview 認識論觀點 Epistemology 外顯與內隱知識本體論觀點 Ontological 層次分為個人 群體 組織 跨組織 Nonaka 8 認為這些觀點會隨著知識創造的程序而轉移 知識的轉移將隨觀點呈現螺旋的互動形式 知識的分類觀點 TheoreticalBackgroundKMLiteratureReview 知識管理架構資料來源 7 引用美國生產力暨品質中心 9 與ArthurAndersen顧問公司共同發展的 知識管理架構 KnowledgeManagementFramework 結合外顯與內隱知識的分類理論 TheoreticalBackgroundKMLiteratureReview 知識管理與組織學習 知識整合型學校的學習架構資料來源 本研究 本研究整合Moore的學習週期理論 11 與APQC協同ArthurAndersen顧問公司發展的 知識管理架構 9 TheoreticalBackgroundKMLiteratureReview 校園知識層級 以本體論 Ontological 的觀點來看 將組織知識層級分為個人 群體 組織 跨組織 8 參酌此知識層次結構的理論 規劃學校知識層級 KnowledgeLevels 劃分為六個層次依序為個人 班級 課程 系所 院部 跨校層次 Maturana 13 則將組織的知識體系稱之為知識樹 KnowledgeTree 這是個有趣且富創意的類比方式 我們也根據這樣的精神發展 數位華岡 的知識樹 從根部 樹軀幹 樹幹 枝幹 小枝幹 再至各單獨的樹葉 TheoreticalBackgroundKMLiteratureReview Enablers 完善的資訊基礎建設Technology激勵及適切的組織性機制StrategyLeadershipMeasurement學習導向的組織文化Culture TheoreticalBackgroundKMLiteratureReview use create identify collect organize share adapt 知識 顯 隱 領導 知識管理 知識管理觸媒 應用領域 科技 衡量 文化 策略 服務 行政 教學 研究 知識創造 知識運用 Information DATA 行政 教學 服務 研究 資訊彙集 資訊應用 知識層 資訊層 資料層 應用領域 資訊管理觸媒 資訊管理 SupportDecisionMaking SupportOrganizationLearning Framework TheeffectofCognitivestyle modeltypeonDSSacceptance AnempiricalStudyPeriodicalpaperEuropeanJournalofOperationalResearch131 2001 649 663EJoOR 2001 ResearchModel Correlation PathAnalysis AnExploringontheEffectsofLearningstyleontheAcceptanceofBlendede LearningSystems conferencepaper 2003 IntroductionTheoreticalBackgroundResearchModelMeasureandMethodologyFindingsandDiscussion 3rdInternationalConferenceonTechnologyinTeachingandLearninginHigherEducationJuly14 16 2003Heidelberg Germany Thispaperpresentsapathanalyticmodelofstudents acceptanceofblendedcoursewarefromtheperspectivesofindividual slearningstyles beliefsandattitudes AnothercontributionofthisstudyistointegratelearningstyleswiththepopularTAMmodelasanewtheoreticalframeworktoexaminetheacceptanceofe learningsystems TAM TRA TBP TAM2 1975FishbeinandAjzen s Ajzenetal 1985 Davidetal 2000 Davis1980 TheoreticalBackgroundAdoptionModels TAM adominantmodel proposedbyDavis 1980 wasadaptedfromtheTRAmodel MuchresearchinthelasttwodecadesimpliesthatTAMisoneofthemostwidelycitedandinfluentialmodels AccordingtoTAM theusageofsystemishighlycorrelatedwiththebehaviorintention whichislargelydeterminedbyattitudetowardthesystem Theconstructofattitudewillbeinfluencedbyindividual sbeliefs whichisfurtherdefinedbytwodeterminants perceivedusefulnessandperceivedeaseofuse Anumberofresearchersexaminethepossiblemediatingeffectsasadditionalconstructstoextantmodels Dishaw Strong TheTPBmodelproposedbyAjzen 1991 extendsfromtheoriginalTRAmodelbytakingsubjectivenormsandperceivedbehaviorcontrolintoconsideration LucasandSpitler 1999 alsoextendedTAM includingsocialnormsanduserperformance andtestedtheirmodelinafieldstudy TheoreticalBackgroundAdoptionModels SocialNorm External TheoreticalBackgroundExtantConstructsinAdoptionModels Use Use Individualdifferenceisregardedasadominantfactortotheadoptionbehaviorofinformationsystem David Detmar 1997 reportedthatgenderdifferencesthatmightrelatetobeliefsanduseofcomputer basedmedia LUetal 2000 haveexaminedthedifferenceincognitivestylehowtoimpactontheusagebehaviorofDSSsystems Becauseofthevarietyofperspectivesusedtodifferentiateindividual themeaningfuldifferencefactorsarechosenbasedontherelevancetothecharacteristicsofresearchsubject web basedlearning TheoreticalBackgroundIndividualDifference SocialNorm External Web basedLearning LearningStyles DSSSystem DecisionStyles EJoOR 2001 ICTTL2003 TheoreticalBackgroundIndividualDifference Use Use TheoreticalBackgroundLearningStyles Kolb s 1984 LearningStyleInventorymodelclassifieslearnersintermsoftheirrelativepreferencesforthinkinginfourdifferenttypesbasedonconcreteexperienceorabstractconceptualization andactiveexperimentationorreflectiveobservationdimensions Type1preferencesforconcreteexperienceandreflectiveobservation Type2preferencesforabstractconceptualizationandreflectiveobservation Type3preferencesabstractconceptualizationandactiveexperimentation Type4preferencesconcreteexperienceandactiveexperimentation Fourcategories Myers BriggsTypeIndicator MBTI awell knownmodelclassifieslearnerbyextroverts introverts sensing intuition thinking feeling judging perceivingdimensions Active Reflective Activelearnersliketotrythingsoutandseehowtheyworkandliketoworkwithothers Reflectivelearnersliketothinkthingsthroughfirst Sensing Intuitive Sensorsliketolearnfacts usewellestablishedmethodsandpracticalandcareful Intuitorstendtoworkfastandbeinnovativeandcanoftenhandleabstractandmathematicalconceptswell Visual Verbal Visuallearnerslikediagrams pictures graphsandfilms Verballearnersgetmoreoutofwordsheardandwritten Sequential Global Sequentiallearnersliketoworkinlinearstepsthatfollowlogically Globallearnersliketojumpin absorbmaterialnearlyatrandomandthengetthebigpicture TheoreticalBackgroundLearningStyles Felder Silverman 1988 proposedamodeloflearningstylesthathasbeenemergedasapopularmodeltoclassifylearnersintheeducationalfield 44self reportquestions LearningStyles Beliefs Usage Intention Attitude TBP TAM2 TBP TAM2 3 2 1 ByexaminingindividualdifferenceeffectsinthecontextofTAM theintegratedmodelidentifieslearningstyleasimpactfactortoindividual sbeliefsandattitude Furthermore thispaperexaminestheinfluenceoflearningstyleandsocialnormonITusagebehavior LearningstyleandsocialnormwereexplicitlyincorporatedinTAMasexternalvariablesaffectingperceivedusefulnessandperceivedeaseofuseintheresearchmodel TAM ResearchModelextendfromTAM Thesampleincludes167undergraduatestudentsofaBasicComputerSkillscourseinChineseCultureUniversity Theywereaskedtousee Learningsys