研究生: |
劉韋吟 WEI-YIN - LIU |
---|---|
論文名稱: |
點燃熱情─Hahow好學校線上創新教育模式 Inspire Your Talent: The educational innovation of Hahow |
指導教授: |
周子銓
Tzu-Chuan Chou |
口試委員: |
李國光
Gwo-Guang Lee 陳昭蓉 Chao-Jung Chen |
學位類別: |
碩士 Master |
系所名稱: |
管理學院 - 管理學院MBA School of Management International (MBA) |
論文出版年: | 2017 |
畢業學年度: | 105 |
語文別: | 中文 |
論文頁數: | 61 |
中文關鍵詞: | 商業模式 、社會企業家精神 、價值共創 、共創價值基石 、數位化學習本質 |
外文關鍵詞: | Business model Social entrepreneurship, DART model of Value Co-creation |
相關次數: | 點閱:688 下載:5 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
「數位化學習本質」的概念主要是在強調透過數位化,可以達到自主學習、將學習過程轉化為探索樂趣,回歸到學習的本質。本個案描述具有社會創業家精神─Hahow好學校執行長江前緯先生,面對現今教育升學主義以及教育體制的禁錮下,被動學習的壓力取代了主動求知的快樂,跨領域多元學習門檻過高之種種問題,試圖以創新型態的教育模式讓學習者能發掘自我潛能進而突破以往教與學的框架,讓所有人能分享才能,讓知識有效流動。
江前緯先生為了實踐他對教育的理想,2015年成立Hahow好學校,建立線上教學平台,讓具有教學分享能力的老師,簡單地先錄製1至3分鐘的課程介紹影片,向大眾說明預計的課程內容後,開始向群眾「募資」課程。在募資期間,學生可以與老師共同討論未來課程方向與內容,讓未來的課程更符合市場期待、滿足學生真正的需求。同時藉由Hahow好學校平台發展多元化的課程,讓更多學習者可以接觸到學校沒有教的事情,成為探索自我的管道。
本研究以哈佛個案研究之方式進行,藉由個案內容可用於討論商業模式、社會企業家精神、價值共創、共創價值基石、數位化學習本質等議題。了解企業如何設計發展出超越利潤的商業模式;了解不受手邊資源限制,持續地尋求機會以解決社會問題為使命;如何藉由募資建立價值共創基石並達到價值共創的目的;最後,如何透過數位化學習,對於社會與教育產生“善”且“深遠”的影響力。
The concept of "E-learning " emphasizes the importance of self-directed learning through digital enabled, which transform the learning process into the exploration of fun and the return to the original goal of learning. This case describes the CEO of Hahow Mr. Jiang engaged in social entrepreneurship , in the limitation of today's traditional education and academic system , the happiness of active seeking for knowledge is replace by the pressure of passive learning, interdisciplinary of learning barrier is too high and all kinds relative problems, trying to launch an innovative e-learning educational platform to encourage learners to discover their own potential and then break through the old framework between teaching and learning, allow everyone can share the talent and knowledge more effectively.
In order to fulfill his ideal of education, Mr. Jiang established Hahow in 2015, an online teaching platform for teachers with teaching and sharing skills to simply record 1 to 3 minutes of introductory videos to explain to public about the expected content of courses before lunched. During the fund-raising period, students can discuss the future course and its content with the teacher so that the future of the course can meet the market expectation and meet the students' real needs. Hahow platform develop a wide range of courses, so more learners can access to those things didn’t been taught in school, and become a way of self-exploration at the same time.
The case is adapted Harvard Case Study research method to discuss the following issues: Business model、Social entrepreneurship、Value co-creation、E-learning , and so forth. The case will be also explored on the viewpoints of: how Hahow designs and develops beyond-profits business model; how Hahow uses its resource at hand to maximize the effects and efficiency, continually seeking opportunities to solve social problems for their mission; how the goal of value co-creation achieved through the establishment of value co-creation cornerstone by crowdfunding; Ultimately, how the platform creates the “good” and “profound and long-lasting” positive influence on society and education with E-learning.
1、 參、參考文獻
一、英文參考文獻
1. Kop,R.,&Hill,A.(2008). Connectivism: Learning theory of the future or vestige of the past? http://files.eric.ed.gov/fulltext/EJ815759.pdf
2. Dees, J. Gregory. (1998), “The Meaning of Social Entrepreneurship,” Kansas City, MO and Palo Alto, CA: Kauffman Foundation and Stanford University, October 1998. from http://www.fuqua.duke.edu/centers/case
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4. Ajit Kambil,G.B.F.a.A.S.(1999), “Co-creation: A New Source of Value”
5. C.K.Prahalad (2004)“Co-Creating Unique Value with Customers”, Harvard Business School Press.
6. Martin, L. Roger & Osberg, Sally.(2007), “Social Entrepreneurship: The Case for Definition,” Stanford Social Innovation Review (SSIR).
7. Porter, E. Michael. (2011), “Creating Shared Value,” Harvard Business Review (HBR)
8. Bjork,Ottosson,&Thorsteinsdottir.(2008),48-50 E-learning21st century issues and challenges.New York: Nova Science Publishers, Inc
9. Bruton, G., Khavul, S., Siegel, D., & Wright, M. (2015). New Financial Alternatives in Seeding Entrepreneurship: Microfinance, Crowdfunding, and Peer-to-Peer Innovations. Entrepreneurship Theory and Practice, 39(1), 9–26
二、中文參考文獻
1. 賓靜蓀(2013), 「專訪可汗學院創辦人薩曼.可汗:創造不用怕丟臉的學習」世界親子天下雜誌46期,台北
2. Salman Khan(2013)《薩爾曼.可汗(Salman Khan)可汗學院的教育奇蹟 : 兩億人的家教課,跟比爾.蓋茲的孩子一起學習》王亦穹譯(2013),圓神出版,台北
3. Alexander Osterwalder、Yves Pingeur (2010),《Business Model Generation》,尤傳莉譯(2012),《獲利世代》,早安財經文化,台北
4. 陳金貴 (2011) ,「社會企業家精神應用在非營利組織籌募資源的探討」。臺北:中華救助總會;中華文化社會福利事業基金會
5. 蕭富峰、李田樹譯, D. F. Drucker 原著(2005) , 《創新與創業精神》, 臉譜出版公司,台北。
6. 郭思偉(2014),「台灣群眾募資網站商業模式初探」,碩士論文。國立台北大學:企業管理學系,台北。
7. 王姿婷(2010),「從價值共創與地方資本觀點探討台灣地方經營-以宜蘭冬山河計畫三十年發展為例」,碩士論文。國立政治大學:科技管理研究所,台北。
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11. 翟本瑞(2001) 網路文化。揚智,台北
三、網站部分
1. Hahow官方網站 (https://hahow.in/)
2. Hahow部落格(http://blog.hahow.in/)
3. 數位時代《募資開課累積5萬會員,Hahow好學校獲心元資本『千萬級』新台必天使輪投資!2017年12月27日》(https://www.bnext.com.tw/article/42528/taiwan-startup-hahow-raised-hundred-thousands-level-angel-fund)
4. 維基百科 (http://zh.wikipedia.org/wiki/)
5. 社團法人台灣開放式課程聯盟(http://www.tocwc.org.tw)
6. 科技部科技大觀園《磨課師(MOOCs):大規模開放式線上課程2014年5月13號》(https://scitechvista.nat.gov.tw/zh-tw/feature/c/0/15/10/1/1483.htm)
7. 創夢創業講堂《翻轉教育,引爆新世代學習商機2015年12月7號》
(http://www.ditstartup.com/archives/2464)
8. 武紹卿(2016)每日頭條《可汗學院的成功,給了創業者哪些思考2016年7月14號》(https://kknews.cc/education/9jn2gj.html)
9. 方世傑(2016) 《平台經濟、共享經濟、價值共創的定義、差異、意義2016年12月19號》(http://reskm98.blogspot.tw/2016/12/blog-post.html)