Operational Definition 操作定義
Many university students struggle with motivation, self-doubt, and feeling disconnected from their studies. This can lead to declining grades, anxiety, and even withdrawal from school. My role as an instructional designer is to help these students reconnect with learning by addressing not just what they study, but how they feel about studying.
許多大學生都在動力、自我懷疑和與學習脫節的感覺中掙扎。這可能會導致成績下降、焦慮，甚至退學。身為教學設計師，我的角色是幫助這些學生重新與學習建立聯繫，不僅要解決他們學習的內容，還要解決他們對學習的感受。
What is Instructional Design in This Context?
在這種情況下什麼是教學設計？
Instructional design here means creating tailored strategies to help students:
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Overcome academic challenges (e.g., poor study habits, difficulty engaging with course material).
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Rebuild confidence and motivation (e.g., tackling self-doubt, fostering resilience).
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Reconnect with their goals (e.g., clarifying their identity as learners, reigniting curiosity).
This isn’t just about “fixing grades”—it’s about designing support systems that help students thrive academically and emotionally.
這裡的教學設計意味著制定量身定制的策略來幫助學生：
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克服學術挑戰（例如不良的學習習慣、難以理解課程材料）。
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重建信心和動力（例如，解決自我懷疑、培養適應力）。
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重新確定他們的目標（例如，澄清他們作為學習者的身份、重新激發好奇心）。
這不僅僅是「固定成績」——而是設計支持系統，幫助學生在學業和情感上蓬勃發展。
Why Does This Work Matter?
Students struggling with motivation or confidence risk falling into a cycle of disengagement. Without intervention, this can lead to:
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Worsening academic performance
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Loss of interest in learning
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Unclear life/career direction
Instructional design interrupts this cycle by providing tools to rebuild skills and self-belief.
為什麼這項工作很重要？
缺乏動力或信心的學生可能會陷入脫離的循環。
如果不進行幹預，這可能會導致：
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學業成績惡化
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失去學習興趣
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生活職業方向不明確
教學設計透過提供重建技能和自信的工具來中斷這個循環。
How I Approach This Work
我如何進行這項工作
I use a structured, student-centered process: 我使用結構化的、以學生為中心的流程：
Skills I Bring to This Work
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Educational psychology: Using proven theories (like self-determination theory) to design motivating experiences.
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Coaching & mentoring: Helping students navigate fears and setbacks.
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Collaboration: Partnering with teachers and counselors to create holistic support.
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Adaptability: Refining strategies based on feedback and results.
我為這項工作帶來的技能
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教育心理學：使用經過驗證的理論（如自決理論）來設計激勵體驗。
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輔導與指導：幫助學生剋服恐懼和挫折。
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合作：與教師和輔導員合作，提供全面的支援。
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適應性：根據回饋和結果完善策略。
How I Measure Success
我如何衡量成功
I use Kirkpatrick’s Evaluation Model:
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Reaction: Do students find workshops helpful? (Surveys)
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Learning: Have they gained new skills? (Pre/post quizzes)
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Behavior: Are they participating more in class? (Teacher observations)
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Results: Are grades improving? (Academic data)
我使用柯克派崔克的評估模型：
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反應：學生認為研討會有幫助嗎？ （調查）
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學習：他們獲得了新技能嗎？ （課前/課後測驗）
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行為：他們在課堂上參與得更多嗎？ （老師觀察）
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結果：成績有提升嗎？ （學術資料）
Values價值
Supporting struggling students isn’t just about academics—it’s about helping them rediscover their potential. By blending skill-building with confidence-boosting strategies, instructional design can turn disengagement into empowerment
支持陷入困境的學生不僅關乎學術，還關乎幫助他們重新發現自己的潛能。透過將技能建立與增強信心的策略結合，教學設計可以將脫離轉化為賦權