【活動紀實】探索：跨校共構課程分享會
東海大學素養導向高教學習創新計畫，執行期間鼓勵教師跨校共構課程，提供學生跨場域、跨領域發展素養。東海大學劉正副校長表示，跨校與老師一起設計課程，是非常不容易的事。
為此，特於3月11日舉辦「探索：跨校共構課程分享會」，由本校日文系張瑜珊老師以及國貿系李怡穎老師擔任分享人。採實體會議和線上直播，讓來自30所大專院校的教師、行政人員和學生共同交流對於共構課程的教學創新經驗。
張瑜珊老師表示，兩位教師一起共同出席教授課程，可以觀察到不同教師教學風格以及教學設計，也可以協助補充課前兩位教師討論到的共備內容，自己學到很多。
探索：跨校共構課程分享會／李旻愷拍攝
從外掛活動開始嘗試共構 善用線上視訊軟體
張瑜珊老師會進行跨校共構課程，是為提升日文系學生活用日文口語表達以及團隊溝通。因為日本愛知大學開學日程與東海大學不同，又因上課無法在相同時段進行，就以「單純課外連結」執行跨校共構課程，從課程外掛的活動著手共構，例如讓學生利用課外時間以線上視訊進行主題交流。另一方面，對於教師是比較容易入門且負擔較輕的作法。
關鍵人物也許就是老師您本人！
關鍵人物的存在，對於共構課程是一個重要因素。張瑜珊老師表示，一開始看到中山大學吳亦昕老師帶學生到日本社區進行市民交流活動，覺得很不錯。於是，詢問是否可以一起進行共構課程，並以中山大學課程設計為主軸。讓中山、東海兩校學生組成混成小組，讓不同學校不同領域的學生間擁有跨領域溝通協作的機會與學習。
東海大學日文系張瑜珊老師分享「跨校共構課程一定要Two in One嗎?」／李旻愷拍攝
先聚焦、先共識，共同給學生的帶得走的能力
國貿系李怡穎老師與輔仁大學外文系曾明怡老師一開始先盤點彼此課程內容，「最終還是回到課程目標希望帶給學生的能力，所以我們各自去看了彼此的課程，觀察哪些部份是重疊，我們都希望帶給學生的能力」李怡穎老師表示。
兩位老師認為這次共構課程目標在發展學生跨文化、溝通、團隊合作的素養，為此安排了三場跨校虛擬團隊合作的結構化討論，例如某個國家文化的dos and don’ts，並且利用數位工具Padlet進行。
作業設計，讓跨校學生互為彼此鷹架
在總結式評量上，李怡穎老師與曾明怡老師的設計是，讓兩校學生能以彼此各自專業共同完成一份專題報告，東海學生可以強化報告中商業圖像，而輔大則在文化、英文簡報呈現上著力。參與分享會教師表示，讓學生間互為彼此鷹架，是很好的合作機制。就是我的英文差，但是有我的國貿可以教你，我的商管領域可以教你，你的外文系的那個商管能力可能沒那麼好，我們可以互為彼此鷹架！
東海大學國貿系李怡穎老師分享「跨校共構：1+1>2」／李旻愷拍攝
【Event documentation】Exploration：Collaborative Interuniversity Course Development Seminar
Tunghai’s XPlorer Project encourages professors to collaborate with other universities for course development, providing students with an inter-domain to develop interdisciplinary competency. Liu Jeng, the vice president of Tunghai University, expressed that designing interuniversity courses was a challenging task.
To share experience and encourage other professors, Tunghai university held the “Exploration: Collaborative Interuniversity Courses Development Seminar”. Professor Yu-San Chang, from the Department of Japanese Language and Culture, and Professor Yi-In Lee, from the Department of International Business, were invited to share their experience. The seminar was held both in-person and online, allowing teachers, administrators and students from 30 universities to exchange opinions and experience regarding collaborative interuniversity courses.
Professor Yu-San Chang expressed she learn a lot from this experience, as collaboratively teaching with another professor allows observation of different teaching style and design, and discussions about class content before class.
Recitation Sessions as Attempt of Collaborative Interuniversity Course, Utilize Video Conference Softwares
The reason Professor Yu-San Chang implemented a collaborative interuniversity course was to improve daily Japanese conversational expression and teamwork. As Aichi University in Japan has a different academic calendar, and courses cannot be scheduled at the same time range, therefore they opted for outside of class recitation sessions. An example of these recitation sessions are theme-based discussion outside of class via video conferences. On the other hand, this approach is easier to apply and less demanding for the professor.
The Key Figure Might be You, Professor!
Another crucial factor for collaborative courses is the presence of a key figure. Professor Yu-San Chang expressed she was inspired by Professor Yix-In Wu from National Sun Yat-sen University, who hosted activities to bring students to Japanese communities to communicate with the locals. She reached out and inquired about the possibility of a collaborative interuniversity course with National Sun Yat-sen University as a basis. Creating mixed groups consisting of students from different universities and different disciplines as opportunities for interdisciplinary communication and collaboration.
First Focus, then Consensus. Collaboratively Provide Students with Skills to Take Away
Professor Yi-In Lee and Professor Ming-I Tseng from the Department of English Language and Literature at Fu-Jen Catholic University started their collaboration by going through each other's course content. Professor Yi-In Lee expressed, “We returned to what skills the course objectives hope students develop, therefore, we observed each other's courses, found overlaps of skills we both hope our students develop”.
Both professors reached consensus on the objective of this collaborative interuniversity course to be on development competency in intercultural, communication and teamwork. To achieve this, they arranged three times interuniversity virtual structured discussion among teams via digital tool Padlet, with topics such as the dos and don’ts in a certain country.
Homework Design, Allowing Students to Become Each Other’s Scaffolding
As a summative evaluation, Professor Yi-In Lee and Professor and Professor Ming-I Tseng designed a thematic report utilizing the expertise of students from both universities. Students from Tunghai can enhance graphical representations of business information, while students from Fu-Jen focus on cultural aspects and English presentation. The professors attending the seminar expressed that students serving as each other’s scaffolding is a great collaborative mechanism. In this particular example, Tunghai’s students might not be the strongest in English, but they can teach the others international business and management, and become each other’s scaffolding.
完整版影片 Vedio：https://www.youtube.com/watch?v=HQksnaTWzsg
精華版影片 Vedio：https://www.youtube.com/watch?v=Y4DJUz7uglc
撰文：吳孟珊
翻譯：楊思媛