近年來台灣技職教育推動多元學習，並以產業接軌為目標，學校不只是唯一知識與技能獲得的場所，老師也不再是學生請益學習的唯一對象，課程來源不會只有來自書本，因此，學習方式及內容趨向多元化，學習的自主性與透明化將會有別於傳統的教育方式。教育部在2016年於國立雲林科技大學成立「設計技優專班」，主要是希望透過設計加值學生專業與技能，並且聚焦於設計類群學生專長背景、興趣發展與產業接軌的創新學習，所衍生出不同學習需求與課程、學習型態、評量與驗證方式，目標希望讓技職學生能夠善用專長增加就業能力，或創業、研發等不同職能的銜接，因此，在學習方式及課程內容都有別於目前傳統技職教育的規劃與設計；本研究主要從微學分微課程的自主化學習，探討區塊學習的發展趨勢，配合「區塊鏈」特色：去中心化及不可竄改性兩大特點建構新型態的學習模式；去中心化概念代表著是區塊鏈的「開放性」和「多元性」，而不可竄改性代表著區塊鏈的「獨立性」和「公平性」；以上四個特性與當前技職教育產業銜接需求及以學生多元學習為中心的目標符合，因此，本研究以「設計技優專班」學生為研究對象，探討從「區塊鏈」概念建構設計教育多元區塊的學習模式，並且提出以提升學生自我認知的「自主學習」與「學習成效」兩個向度之研究實驗，運用本研究所建構之多元區塊課程的學習模式進行研究分析，從學習方式及內容趨向多元化，影響學習的自主性與透明化將會有別於傳統的教育方式，因此，對於學習自主與多元區塊學習模式之關聯性探討，研究發現有:
1. 透過區塊鏈技術與微學分微課程概念，建構多元區塊學習模式，協助學生自主學習與產業接軌的方式。以微學分微課程的區塊學習模式，從上課時間、修課場所、課程內容、師資實務，發展出不同於傳統的學習方式，培養學生尋找適合自己的學習樣貌，增加對自我認知的發掘，研究發現有71%的學生有極高意願願意在大二時自主發展探索，依照興趣與專長自我規劃課程的安排。
2. 透過技優專班建構實務導向學習方式，從學習累積、課程規劃、評分方式的改變，增加學生學習興趣，提升學習成效。設計教育中，多面向的實務學習單元，配合產業實務以多元區塊課程方式建構，學以致用，累積技術與知識的經驗提升；根據實驗分析，有86%的學生認為課程豐富度與趣味性較傳統一般設計課程增加，有76%的學生認為學習效果良好，更有90%的學生願意介紹其他同學或學弟妹修習課程。
3. 自主開課的學習模式，由學生依照其專長技能進行短期技能教學，提供主動參與學習與分享實務經驗，研究中發現有33%同學願意參與自主開課，而參與課程學習的同學有86%覺得學習效果很好，從同儕教學中反思自我能力不足之處與學習精進，讓學生不只是學習的接收者，更是能夠共享知識與技能的給予者。
4. 多元區塊學習歷程的證書化，以公平化學習評估標準與持續性，證明能力的有效學習。根據多元區塊學習模式，拉近學生與產業距離，從學生角度思考學習本位，從產業角度培養人才需求，不可竄改性的特色，建構多元區塊學習歷程的公平性與持續性，對於假學歷及文憑，提出能力培養歷程與有效學習證明。
簡而言之，我們的研究提供了一個新的見解，有關於設計教育新的學習模式的建議之外，並有助於未來在設計教學的方法、課程、內容更多的可能性，以作為相關設計教育研究的參考。後續研究建議，可以從更廣泛的技職教育角度探討適用性及制度的可能性，相信將有更深入的成果。

In recent years, Taiwan's vocational education promotes diversified learning, and aims at industrial linkage. Universities are not the only places where knowledge and skills are acquired while teachers are no longer the only subjects for students to learn from. Besides, the curriculum will not only come from books. Therefore, the learning methods and contents tend to be diversified while the autonomy and transparency of learning will be different from the traditional education. Ministry of Education established the “Design Excellence Class” at National Yunlin University of Science & Technology in 2016, mainly with the hope to improve the students' professionalism and skills through design. Focused on the expertise background, and the innovative learning linking interest development with the industry of design students, Ministry of Education has developed different learning needs, curriculums, learning patterns, assessment and verification methods to enable technical students to make good use of their expertise to increase employability, or start their careers and develop the connection with different functions. Therefore, the learning pattern and course contents are different from the current planning and design of traditional vocational education; this study mainly explores the development trend of block learning from the autonomous learning of micro-study micro-courses, and then features the "blockchain": decentralization and modification irreversibility; the concept of decentralization represents the “openness” and “diversity” of the blockchain, and the modification irreversibility represents the “independence” and “fairness” of the blockchain; the above four characteristics are consistent with the demand of the current vocational education industry and the goal centered on diversified learning of students. Therefore, this study took the students in “Design Excellence Class” as the research subject, discussed the construction and design of learning model of the multi-blocks from the concept of “blockchain”, and proposed the research experiments in two dimensions, namely “autonomous learning” and “learning effectiveness” to enhance students' self-awareness. Using the learning model of the multi-block curriculum constructed in this study, the research and analysis will be diversified from the learning style and content, and the autonomy and transparency of learning will be different from the traditional education method. Therefore, for learning autonomy and learning The relevance of the multi-block learning model, the research found:
1. Through the concept of blockchain technology and micro-study micro-courses, construct a multi-block learning model to help students learn independently and integrate with industry. With the block learning mode of micro-credit micro-courses, from the time of class, the place of study, the content of the course, the practice of teachers, develop a different learning style, train students to find a suitable learning style, and increase the exploration of self-cognition. The study found that 71% of students have a high willingness to develop and explore independently during their sophomore year, and arrange their own courses according to their interests and expertise.
2. Construct a practice-oriented learning style through the technical excellence class to increase student interest and improve learning outcomes through changes in learning accumulation, curriculum planning, and scoring methods. In the design education, the multi-faceted practical learning unit is constructed in a multi-block curriculum with industry practice, and the experience is used to accumulate the experience of technology and knowledge. According to the experimental analysis, 86% of the students think that the curriculum is rich and interesting. Compared with the traditional general design curriculum, 76% of the students think that the learning effect is good, and 90% of the students are willing to introduce other students or students to take the course.
3. The learning mode of self-initiated courses, students provide short-term skills teaching according to their expertise, provide active participation in learning and sharing practical experience. In the study, 33% of students are willing to participate in self-curricular classes, and 86% of students who participate in the course study feel that The learning effect is very good. From the peer teaching, we reflect on the inadequacy of self-ability and the improvement of learning, so that students are not only the recipients of learning, but also the givers who can share knowledge and skills.
4. The certification of the multi-block learning process to equitably evaluate the learning standards and sustainability, and demonstrate the effective learning of abilities. According to the multi-block learning model, the distance between students and industry is narrowed, the learning standard is considered from the perspective of students, the demand for talents is cultivated from the perspective of industry, the characteristics of reform cannot be modified, and the fairness and continuity of the learning process of multi-blocks are constructed. And diplomas, propose a capacity development process and proof of effective learning.
This study provides a new insight, proposes the recommendations on the design of new learning models and contributes to more possibilities in the design of teaching methods, curriculums, and contents in the future as references for relevant design education research. It is suggested that the applicability and institutional possibilities should be explored from a broader perspective of vocational education in the follow-up research, and it is believed that there will be more in-depth results.

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