近年來，數位電路產品不斷地推陳出新，因此應用於數位電路產品的數位電路技術的重要性也逐漸增加，然而，數位電路設計的基礎是數位邏輯設計，也是在資訊工程相關領域中的一門重要學科，而數位邏輯設計的教學目標，主要是培養學習者數位電路設計的能力。然而，在許多研究發現，傳統數位邏輯教學方式，對於問題解決的能力無法有效的提升，而且數位邏輯設計課程也是一門著重於實務練習的課程，在教學上要加強學習者所學的知識或是技能，就需要經由練習的過程，若缺少練習，便無法完整的完成教學歷程，所以實驗教學活動是技能學習中所需經歷的階段。然而，在數位邏輯實習課程中常需要使用相關量測儀器，例如，示波器。透過量測儀器的操作練習，讓學習者可以更加瞭解電路間的電壓訊號變化，由於一般學校的電子實驗教室所能提供使用的量測儀器設備數量有限，且只能在於特定的電子實驗教室才能使用，對於學習者而言無法有彈性的使用與練習。雖然隨著資訊技術的進步，陸續開發出許多的電腦模擬軟體，用以改善學習者的實驗學習環境，對於學習動機及便利性上也有所提升，但電腦模擬操作仍是擬真學習。進而，本研究以專案式學習的教學策略來進行數位邏輯課程，並設計相關的教學活動來進行教學實驗。並且，發展雲端化的數位邏輯電路實驗平台，來輔助學習者學習數位邏輯課程，讓學習者能有彈性的操作量測儀器及取得真實數據的回饋。為瞭解學習者在專案式學習的教學策略下，使用雲端數位電路實驗平台的情況與學習成效，針對修習數位邏輯課程的大專學生進行實驗。根據本研究實驗結果顯示，在學習表現分析方面，以數位邏輯丙級認證學科測驗卷為題目，測驗結果實驗組學生與控制組學生的測驗成績有顯著差異，而且，實驗組學生平均成績優於控制組學生，就測驗成績而言可知使用雲端學習模式的對於學生的基礎知識學習是有幫助的。在學習模式滿意度問卷評量方面，使用傳統模式的控制組學生與使用雲端模式的實驗組學生在評量分數上有顯著的差異，而且，實驗組學生的大多介於「非常滿意」與「滿意」，相較於控制組學生大多介於「非常不滿意」與「不滿意」，在量測儀器操作的熟練度方面、在輔助製作專題方面、課程學習方面，評量分數皆優於控制組，就學習模式滿意度評量而言，學生對於雲端學習模式是感到有幫助的。在學生專案式學習自我學習效能問卷評量方面，在評量的的問項中皆介於「滿意」或是「非常滿意」。就問卷評量的結果而言，學生在專案開發與製作的過程中，對於自己完成所分配任務能力的感受及對於小組成員共同完成專題能力的感受大部分的態度是正向的。在專式學習感受問卷評量方面，各方面的問項皆介於「滿意」或是「非常滿意」。就問卷評量結果而言，在專案式學習教學策略下，對於學生而言是有幫助的，而且，對於學生的感受而言大多是持正面的的態度。在專案式教學策略下，以雲端學習模式即透過雲端數位電路實驗平台輔助學習，學生在有彈性的練習與操作量測儀器情況下，對於熟練度上能有所提升，符合精熟學習理論的觀點，經過反覆的練習即可對於所需要學習的教材內容及觀念或是學習技能能夠有所熟悉。進而，在其學習成效及測驗成績上表現較為優異，而且，可以促進學生的學習動機。

Extended Abstract
Applying a project-based learning approach on a clouding computation platform for an electronic experimental course
Author’s Name : Wei-Cheng Huang
Advisor’s Name : Yueh-Min Huang
Department of Engineering Science & National Cheng Kung University

SUMMERY
In recent years, digital circuit products continue to launch, and therefore apply to the importance of digital circuits products digital circuit technology is gradually increased, however, the basic digital circuit design is a digital logic design, but also an important subject in information engineering related fields and the teaching goal is to bring up the ability of designing digital circuit for learners. However, many studies have found that the traditional digital logic teaching methods can’t be improve the ability to solve the problem effectively, and digital logic design courses also an emphasis on practical training courses in teaching to enhance the knowledge learners have learned or skills, you need to go through the process of practice, if the lack of practice, you can’t complete the full course of teaching, so experiment teaching is learning the skills needed to stage experiences. However, in digital logic internship programs often need to use the relevant measuring instruments, such as oscilloscopes. Through measuring instruments operating practice, so that learners can better understand changes in the voltage signals between circuits, but due to the limited number of measuring instruments and equipment, and only in that specific electronic experimental classrooms only, not flexible for learners use and practice. Although with the advancement of information technology, have developed a lot of computer simulation software, to improve learners' experimental learning environment for the learning motivation and convenience also improved, but the operation is still a realistic computer simulation study. Furthermore, this research project-based learning teaching strategies for digital logic courses and teaching activities related to design teaching experiment. Also, the development of the cloud of digital logic circuits experimental platform to assist learners digital logic courses so that learners can operate measuring instruments flexibly and get feedback on real data. According to the experimental results of this study show that the learning performance analysis to digital logic certification test paper for the subject disciplines, there are significant differences in the test results of the experimental group and the control group of students test scores, and that is better than the average score of students in the experimental group control group of students, they found that the use of the cloud in terms of test scores for students learning the basics of learning is helpful. In the learning mode satisfaction questionnaire assessment, the use of the traditional model of the control group and the experimental group using the cloud model are significant differences in assessment scores, and that most of the students in the experimental group ranged from "very satisfied" and "satisfied, "compared to the control group of students mostly between" very dissatisfied "and" dissatisfied ", in terms of measuring instruments operating proficiency in secondary production of thematic areas, learning curriculum, assessment scores were higher than the control group on learning satisfaction assessment, the student is learning mode for the cloud was helpful. Project-based learning in student self-learning performance assessment questionnaires, the assessment of the items were asked between "satisfied" or "very satisfied." Assessment on the results of the questionnaire, the students in the project's development and production process, for their own ability to complete the tasks assigned feelings and for team members have completed most of the ability to feel the topic is positive attitude. In the learning experience designed questionnaire assessment, the various aspects of the question items are between "satisfied" or "very satisfied." Evaluation results of the questionnaire, the project-based learning in teaching strategies for students is helpful, and, for most of the students have a positive experience in terms of attitude. Under the project-based teaching strategies to cloud learning mode that digital circuits through the cloud-assisted learning experiment platform, students practice in a flexible measuring instruments and operating conditions for the proficiency can be improved, in line with mastery learning theory view, through repeated practice to the teaching content and concepts need to learn or study skills can make a difference familiar. Furthermore, in its learning and performance is more excellent test scores, but also can promote students' motivation to learn.
Keywords: project-based learning, cloud computing, digital logic design, mastery learning.

INTRODUCTION
In recent years, with the rapid progress in the development of the electronics industry, electronic product innovation, product often used in everyday life to 3C products, such as computers, tablet computers, cameras or related peripherals are digital circuits, therefore, Digital the importance circuit technology more and more attention. However, the basics of digital logic design digital circuit design, information engineering field as an important discipline, focusing on teaching learners how to design digital circuits, it is also an emphasis on experimental curriculum implementation and creative design. For science and engineering students, the digital logic course is a curriculum-based design capabilities, to equip students with mathematical ability and logical deduction, analysis and interpretation of experimental data capabilities, explore and problem-solving skills, implementation and system integration capabilities. Therefore, how to develop students' ability to solve problems in digital logic design courses, is currently an important issue. The few studies to research the use of cloud computing learning platform to help students take the initiative to learn, to achieve the purpose of learning. Therefore, this study presents a way of using project-based learning, given by teachers want to design a circuit functions as a project topic, the students set up their own design, through design, wiring, then follow the wiring diagram in combination breadboard circuit, finally can through experimental platform for cloud digital circuits to transmit data to the remote equipment such as oscilloscopes, spectrum analyzers, logic analyzers equal measure instruments, via cloud computing capabilities for data transmitted immediate and real-time measurement results returned to the user. In recent years, the development of cloud computing platform for rapid development. In a related study, the use of cloud computing platform to provide learners with learning little research to explore the use of cloud computing and digital circuit design combined with project-based learning platform to learn ways to help students motivated to learn, to achieve the purpose of learning. Therefore, this study presents a logical design course learning platform in the cloud, so that students can practice anywhere repeatedly and carried out based on the case of a skilled operator skills and basic knowledge of project-oriented learning style guide student learning, to enable students to take the initiative understanding the process of learning the basics of the course to improve their understanding or knowledge of the course. In this study, the cloud-learning platform, to solve this problem because the spatial and temporal differences in the experimental teaching to bring experimental teaching, the use of efficient and without the constraints of time. Operating through a network remote site laboratory instruments, can be completed in any location with Internet access had to be man-machine interactive real experiment in the laboratory. Experimental results of dynamic phenomena and timely feedback to the operator; cameras will be the scene of a remote laboratory site transmitted to the operator. Not only does it make up for the lack of simulation and virtual experiments, at the same time achieving a shared software, more important is to do the experiment hardware resource sharing in applications.

MATERIALS AND METHOD
In project-based learning teaching strategies, students will be tested according to different learning modes into two groups, one group of traditional ways of learning in class, a group of digital circuit experiment platform cloud-assisted learning.
According to the experimental results that under the project-based teaching strategies to cloud learning mode that digital circuits through the cloud-assisted learning experiment platform, students practice in a flexible measuring instruments and operating conditions for the proficiency can be improved, in line with mastery learning theory view, through repeated practice to the teaching content and concepts need to learn or study skills can make a difference familiar. Furthermore, in its learning and performance is more excellent test scores, but also can promote students' motivation to learn.

RESULTS AND DISCUSSION
In the experimental results show that the use of cloud learning mode after school achievement tests in terms of student achievement in the experimental group than the control group using traditional learning mode, and then explore for learning, learning outcomes based learning satisfaction questionnaire to assess via when project-based learning self-study student performance assessment questionnaire for project-based learning experience questionnaire assessment results and other assessment basis for judging, displayed by assessment results, the students learn in the cloud learning mode, this mode can be ubiquitous learning through the cloud under the study, the proficiency enhancement is helpful, so the experimental group using cloud learning mode compared to the control group using traditional model is more positive feelings, learning in a project-based learning with teaching strategies most feel the digital logic courses also hold a positive attitude in the process of making the thematic group assignments and cooperation process, most of the ideas can be presented and accepted members of self-criticism and feedback, since the beginning of the timely completion of the task, to help complete a project team production, project-based learning experience for teaching strategies are also positive, for such is the way of teaching was effective and helpful. Based on the above results, the digital logic courses in project-based learning teaching strategies so that students can solve problems and difficulties when producing thematic through encountered to enhance self-knowledge and skills by learning mode cloud-assisted learning, so students can get effective help, have positive feelings associated electronics for the experimental course, the project-based learning and teaching strategies to assist in teaching learning model cloud is worth considering teaching.

中文參考
教育部:教育雲端應用及平台服務推動計畫

英文參考
Abb, J. S., Collins, A., & Duguid, P. (1989). Is ok learning. Educational Researcher, 18(1), 33-42.
Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA
courses. Journal of Management Education, 24, 32 – 54.Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4), 369-398.
Barron, J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and projected-based learning. The Journal of Learning Sciences, 7(3/4), 271-311.
Bora, U. J., Ahmed, M. (2013). E-learning using cloud computing. International Journal of Science and Modern Engineering, 1(2), 9-13.
Başbay, M., & Ateş, A. (2009). The reflection of student teachers on project based learning and investigating self evaluation versus teacher evaluation. Procedia Social and Behavioral Sciences, 1, 242–247.
Barrows, H. S. (1983). Problem based, self directed learning. Journal of the AmericanMedical Association, 250, 3077-3080.
Brown, J. S. , Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18:1, 32-42.
Blais, D. M. (1998). Constructivism:Atheor eticalrecolution in teaching.Journalo of Development Education, 11 (3), 2-7.
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, 1(2), 1-5.
Cellary, W., Strykowski, S. (2009). E-Government Based on Cloud Computing and Service-Oriented Architecture. Paper presented at Proceedings of the International Conference on Theory and Practice of Electronic Governance, 2009, PP. 5-10.
Chou, S. W., & Liu, C. H. (2005). Learning effectiveness in a Web-based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning 21(1), 65-76.
Clark, R., & Mayer, R. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass/Pfeiffer.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 3-14). Florence, KY: Routledge.
Carroll, J. B. (1963). A model for school learning. Teachers College Record, 64, 723-733.
Dewey, J. (1958). Experience and nature. New Your: Dover publications.
English, M. C., Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. The Interdisciplinary Journal of Problem-based Learning, 7(2), 127-150.
Edens, K. M. (2000). Preparing problem solvers for the 21st century through problem based learning. College Teaching, 48(2), 55-60.
Elsevier Ltd (2013).Advantages and challenges of adopting cloud computing from an enterprise perspective
Elamir, A. M., et al. (2013). "Framework and Architecture for Programming Education Environment as a Cloud Computing Service." Procedia Technology 11(0): 1299-1308.
Hu Xin-ping, Zhang Zhi-meiˈDong Jian. Medical Informatization Based on Cloud Computing Concepts and Techniques,Journal Of Medical Informatics, 2010;31(3): 6-9.
Johnson, D.W., & Johnson, R. (1994). Leading the co-operative school (2nd ed.). Edina, MN: Interac-tion Book Co.
Jones, V., Jo, J. H. (2004, December). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. Paper presented at the Proceedings of the 21st ASCILITE conference,pp. 468–474.
Jain, L., & Bhardwaj, S. Enterprise cloud computing: key considerations for adoption. International Journal of Engineering2010;2(2): 113-117.
Jonassen, D. H., (1994). Thinking Technology: Toward a constructivist design model. Educational Technology, 34(3), 34-37.
Jones, B.F., Rasmussen,C. M., & Moffitt, M. C.(1997). Real-life problem solving : A collaborative approach to interdisciplinary learning. Washington, DC: American Psychological Association.
Katz, L. G., & Chard, S. C. (1985). Engaging children’s minds: The project approach. Connecticut: Albex Publishing Corporation.
Kelso, J.A.S. (1997). Dynamic Patterns: The Self-Organization of Brain and Behavior. Cambridge: MIT Press.
Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model forhelping middle grade science teachers learn project-based instruction. The ElementarySchool Journal, 94(5), 483-551.
Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model forhelping middle grade science teachers learn project-based instruction. The ElementarySchool Journal, 94(5), 483-551.
Krajcik, J. S., Czerniak, C. M., & Berger, C. (2003). Teaching science in elementary and middle school classrooms: A project-based approach. NY: The Mcgraw-Hill.
Laisheng, X., & Zhengxia, W. January. Cloud computing: A new business paradigm for E-learning. In Third International Conference on Measuring Technology and Mechatronics Automation 2011; 1:716-719.
Loring, R. (1998). Situated learning: understanding contextual learning[On-line]. Available http://ics.soe.umich.edu/~
Lave, J. & Wenger, E. (1991). Situated learning. New York: Cambridge.
Lin, A. and N.-C. Chen (2012). "Cloud computing as an innovation: Percepetion, attitude, and adoption." International Journal of Information Management 32(6): 533-540.
Mark Weiser. Hot topic: Ubiquitous computing. IEEE Computer, pages 71–72, Octo-ber 1993.
Magill, R. A. (1993). Motor Learning: Concepts and applications (4th ed.). Dobuque, Iowa: W. C. Brown.
Moursund, D. (1999). Project-based learning using information technology. OR: International Society for Technology in Education Books and courseware Department.
Mezgár, I. and U. Rauschecker "The challenge of networked enterprises for cloud computing interoperability." Computers in Industry(0).
Marsh, J. (1999). Developing of a “readiness” driven staff development model for PBL. Paper presented at 1st Asia-Pacific conferenceon Problem-based Learning ,HongKong.
McLellan, H. (1996). Situated learning: Multiple perspectives. In H. McLellan (Ed.), Situated learning perspectives (pp. 5-17). Englewood Cliffs, NJ: Educational Technology Publications.
Musthafa, B. (1997).Literacy activities in a fifth-grade informal, project-based literatureprogram: A qualitative case study of instructional supports and children’s learningengageme
NIST,SpecialPublication 500-292,NIST Cloud Computing Reference Architecture,September 2011.
Ray, S., et al. (2012). "Virtual Labs in proteomics: New E-learning tools." Journal of Proteomics 75(9): 2515-2525.
Romiszowski, A. J. (1981). Designing instructional systems. London, U.K: Kogan Page.
Sharples, M., Taylor, J., & Vavoula, G. N. (2005). Towards a theory of mobile learning, Paper presented at the 4th World Conference on mLearning.
Schmidt, R. A., & Young, D. E. (1991). Methodology for motor learning: A paradigm for kinematic feedback. Journal of Motor Behavior, 23, 13-24.
Solomon (2003). Project-based learning: A primer. Technology & Learning, 23(6), 20-30.
Savery, J. R. , and Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35 , 31-38.
Slavin, R. E. (1995). Cooperative learning : theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.
Siraj, S. (2005). Project-based Learning (PrBL): for Curriculum Enrichment: Malaysia Experiences. In Paper presented at the 2005 Project-based Learning Conference. Taiwan.
Thomas, J. W. (2000). A review of research on project-based learning.Retrieved JANUARY 10, 2009, fromhttp://www.bobpearlman.org/BestPractices/PBL_Research.pdf
Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
Vygotsky, L.S.（1978）.Mind in society：The development of higher psychological process .Cambridge, MA：Harvard University Press.
Vygotsky,L.S.（1987）. Thinking and Speech. In R.W.Rieber & A.S.Carton（Eds.）, The Collected Words of L.S. Vygotsky (Vol.1). New York :Plenum Press.
Wolk, S. (1994). Project-based learning: Pursuits with a purpose. Educational Leadership, 52(3), 42-45.
William, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Xu, D. & Wnag,H. (2006). Intelligent agent supported personalization for virtual environments. Decision Support Systems 42(2), 825-843.
Zanone, P.G. & Kelso, J.A.S. (1997). The coordination dynamics of learning and transfer: Collective and component levels. Journal of Experimental Psychology: Human Perception and Performance, 23, 1454-1480.