Course Material Research Based on Perti Net 85 “ ” means Void MS, “|” means Void KP, t stop means the Stop KP set, and X stop means the Stop MS. (a) a MS is the Ancestor MS of other two MS, for example X12; (b) a MS reflects KP set with two or more KP, for exaple X6; (c) a material can be taught until two or more KP are mastered. Different from (b), it describes a material reflecting a new KP, which has two or more In-arc in KP net, for exampe X4; (d) the end of the courseware means that all KP without Out-arc in the KP net migrate to the Stop MS, For example KP D and E. 4.3 Experiment Based on the material accessibility of MPN, the dynamic behavour of MS can be analyzed. In the graph of a MPN, (n) means that this MS have n number material. Example 2: About example 1, assumed X12 has three material, X5 has three material, etc. See figure 4. C t stop X start X12 (3) X5 ( 3 ) X3 ( 3 ) X7 ( 1 ) X6 ( 3 ) X 4 X stop BC E B D A Fig. 4. MPN of the Example 2 Based on the figure 4, some conclusions can be given: • A transition sequence X start , X12, A, X5, B, X3, C, BC, X7, E, X4, D, t stop , X stop can be found. Therefore, it has a path from X start to X stop without the MS X6. Of course, if X6 is learned, the impressions of KP B and KP C can be enforced. • If the KP B does not longer present in the syllabus for teaching innovation, the transition E, BC and D would not be accessed and the MS X4, X6 and X7 can not be learned in the courseware. • It is assumed that a KP sequence A, C, D, t stop exists. But, we can not find any path conforming with it. Thus, the assumption is inconsistent with teaching requirement. • The t stop is the Stop KP. If one KP does not be learned, it would not exist a tran- sition from t stop to X stop . Thus, if some KP are not reflected in the selected MS, this courseware will not be able to cover with the syllabus. 86 K. Xiao, S. Chen, and X. Chen • If a new KP F is increased, there would not have a transition sequence from Xstart to Xstop. Thus, the MS reflecting KP F must be increased in the courseware. 5 Conclusion Nowdays, many researcher concern the auto-generation courseware in e-learning, and ignore what MS is fit of the courseware. The MPN can be used to analyse some prop- erty of MS. It can validate the case whether the KP reflected in MS exceeds the scope of the syllabus. It can also solve the problems what MS should be deleted when the KP does not longer present in the syllabus. And, it can judge whether the selected MS are enough to illustrate the syllabus. When new KP is added to a syllabus, it can also tell us about whether all MS in the courseware are enough to illustrate the syllabus still. The future work is how to construct knowledge component based on this re- search and to develope the courseware generation system. References 1. 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(Eds.): ICWL 2008, LNCS 5145, pp. 87–98, 2008. © Springer-Verlag Berlin Heidelberg 2008 The Practice and Experience Sharing of Three-Year Peer Coaching Program in Taiwan Ya-Ting Carolyn Yang 1 , Wan-Chi Wu 1 , Pei-Yun Chung 2 , Chi-Sung Laih 2 , Jia-Rong Wen 3 , Chi-San Lin 4 , and Jian-Bin Gao 1 1 Institute of Education, National Cheng Kung University {yangyt,u3696107,u3696112}@mail.ncku.edu.tw 2 Department of Electrical Engineering, National Cheng Kung University 3 Dean of University Development Committee, Shu-Te University 4 Department of Information and Learning Technology, National University of Tainan Abstract. The Peer Coaching Program has been in place in Taiwan for more than two years. We have not only trained 165 local facilitators, but also held 92 training courses for the coaches. In addition, we have established the website, PBL.NET, which provides personal experience sharing, online materials search, and online courses. Currently, more than 7,000 elementary, junior, and senior high school teachers and students participate in the program. PBL.NET includes more than 2,100 WebQuest lessons and provides more than 1,180 online courses. The evaluation results indicate that the Peer Coaching Program is very successful in Taiwan. Our ultimate goals are to implement a professional development model so as to provide an excellent digital learning environment, to advance teachers’ skills, to enhance standards-based instruction through engaged learning and technology, and finally, to increase students’ learning achievements. 1 Introduction With the exponential growth and development of Information and Communication Technologies (ICT), teachers must be able to prepare students to adapt to the changes in this technology-driven society. Because technology is prevalent in nearly all our ac- tivities, the public expects it to be used to enhance student achievement and prepare future business owners and employees (Schwab, 2000). Both national and state poli- cymakers have acknowledged its importance and are working to ensure its incorpora- tion into K-12 education (Austin, 2004). Recently, the Taiwanese government has endeavored to promote various projects to construct a digitalized and informationalized learning environment. Although how to build a complete coaching model to improve teachers’ ability of using digital technology is one of the biggest challenges in Taiwan, many studies (Miller, 1998; Saye, 1998; Tonkin & Baker, 2006) suggested that peer coaching can be a successful model. It is because peer coaching offers the teachers opportunities to become involved in meaningful discussions and planning, observe other teachers, be observed, and receive feedback (Loucks-Horsley, Hewson, Love, & Stiles, 1998) to help teachers use technology in ways that promote engaged learning. Therefore, now that we have had the chance to introduce the Peer Coaching Program 88 Y T. Carolyn Yang et al. into Taiwan, we believe that this program is one of the best solutions to such challenges. 2 Team Members of the Peer Coaching Program The principle investigator of the Peer Coaching Program in Taiwan is Professor Chi-Sung Laih from the Department of Electrical Engineering, National Cheng Kung University. He has taken the responsibility to plan and implement the whole program. There are also three other professors in Educational Technology who are involved in the program—Jia-Rung Wen (Dean of the University Development Committee, Shu-Te University), who is in charge of designing the WebQuest training session, Chi-Syan Lin (Professor in the Department of Information and Learning Technology, National University of Tainan), who is taking responsibility for the design of the “Knowledge Management & Learning Community System” training session, and the development of the PBL.NET website, and Ya-Ting C. Yang (Associate Professor in the Institute of Education, National Cheng Kung University), who is responsible for the design of the “Coaching Skills” and the implementation of the program evaluation. In addition, our team includes one full-time project assistant and six graduate teaching assistants who work collaboratively to provide logistics support for the training ses- sions, perform on-site practical work such as data collection for the evaluation of this program, and interact regularly with the schoolteachers and professors in a timely, helpful, and professional manner. 3 Implementation Procedure of the Peer Coaching Program Professor Lai was in charge of the implementation procedures of this program. The tasks in this part included planning the content and details of the whole training pro- gram, supervising how each member preceded with his/her tasks, and most important of all, communicating with the Ministry of Education and the Education Bureaus and helping them understand the goal of the Peer Coaching Program in order to receive full support from the government. In the two conventions held so far, we received some very helpful supports, which are listed as follows: z The Ministry of Education has given us full support without any intervention. z Delegates from 23 counties and cities in Taiwan are involved in this program. All of them show high willingness to participate in the training activities. z The purposes of the Peer Coaching Program have been highly accepted by most of the participants. Our team provides resources and contact points that help and lead all the Peer Coaching training initiatives in Taiwan. The relationships among the elements are shown in Figure 1. The promotion and im- plementation of this project require the participation and cooperation of government and elementary, junior, and senior high school teachers from all the counties and cities in The Practice and Experience Sharing of Three-Year Peer Coaching Program in Taiwan 89 Fig. 1. The relationship of constructing a digitalized learning environment Fig. 2. The implementation of the Peer Coaching Program for elementary and junior high school teachers Taiwan. Figure 2 shows the relationships among them and the way this project is being implemented in Taiwan. The training mode of local facilitators (LFs, teachers who have experience in teaching information technology relevant classes) and coaches (teachers who have taken information technology relevant courses) is flexible based on the responses from participants. The first year we recruited 45 groups of LFs (a total of 90 LFs) to par- ticipate in a three-day training program. Most of the coach training sessions were held by LFs in the first year (with a total of 24 coach training sessions). Due to the unex- pected success, we held the LF training sessions in three different places (north, mid, and south Taiwan) during the second year. In addition, each LF only needed to be responsible for training 25 coaches (each LF was responsible for training 36 coaches during the first year). We also held two principal training sessions in the north and south of Taiwan, and several coach training sessions through the education bureaus of cities and counties that we contacted directly. In the third year, Microsoft School of the Future project was initiated in Kaohsiung; thus, we held one LF training session at Kaohsiung for the project. We also offered online courses for coach training to attract . was responsible for training 36 coaches during the first year). We also held two principal training sessions in the north and south of Taiwan, and several coach training sessions through the. of 90 LFs) to par- ticipate in a three-day training program. Most of the coach training sessions were held by LFs in the first year (with a total of 24 coach training sessions). Due to the unex- pected. support without any intervention. z Delegates from 23 counties and cities in Taiwan are involved in this program. All of them show high willingness to participate in the training activities. z