SPECIAL數位課程發展模型的應用：以大學「多媒體製作」課程為例

Applying the SPECIAL Digital Course Development Model in a University Multimedia Production Course

隨著數位科技的成熟，教學方法與環境不斷改變，尤其在COVID-19疫情期間，線上學習迎來高峰。教師需調整課程設計並將教材轉換為數位形式，以符合新的教學需求。儘管過去已有多種教學設計模式，如ADDIE和ASSURE，但如何選擇合適的模式來發展高品質課程，仍是教師面臨的挑戰。過往文獻發現，大多數的教學設計模式在評鑑之後都缺乏研究分析、持續改善及再次行動的步驟，而這些都是提升課程發展品質的重要關鍵。專案管理流程以系統性方式執行，具有嚴謹性及不斷改進的特質，因此，若教學設計模式結合專案管理流程，不僅能使課程更加完善，同時也能確保其品質。本研究旨在回顧教學設計模式及專案管理流程，根據當前需求提出一個新的整合模型，並以一門多媒體製作課程為例，透過實際發展及實施，彙整出相關建議，以提供未來發展相關課程的教師能有參考依據。

As digital technology matures, teaching methods and environments are continually changing, particularly during the COVID-19 pandemic, which has seen a surge in online learning. Teachers must adjust course designs and convert materials into digital formats to meet new teaching demands. Although various instructional design models exist, such as ADDIE and ASSURE, selecting an appropriate model for developing high-quality courses remains a challenge for teachers. Previous literature indicates that most instructional design models, after the evaluation process, lack subsequent steps for research analysis, improvement, and reaction, all of which are key to enhancing course development quality. The project management process, which is executed systematically, embodies rigor and a commitment to ongoing improvement. Therefore, integrating instructional design models with project management processes can enhance course offerings and ensure quality. This study aims to review instructional design models and project management processes, proposing a new integrated model based on current needs. Using a multimedia production course as a case study, this research compiles relevant recommendations derived from practical development and implementation, providing a reference for educators involved in the future development of similar courses.