機器人的服務設計與生活領域的應用是否能夠符合大眾需求，有賴於培養機器人應用發展的人才，本計畫提出「機器人智能互動與創新應用」的課程，讓學生體驗機器人產業的服務設計與開發，有助於培養資管人才未來專長與興趣的發展，這是一門資管領域新課程而且是與產業脈動緊密結合的實務課程。本課程不同於傳統教學的上課講述方式而採用問題導向教學，課程中規劃六大問題主軸：「誰來挑戰」、「五百障礙」、「機器人導覽員」、「機器人小助教」、「機器人點餐員」、「機器人操作員」，透過這些主軸來組織教學內容與設計教材並引導學生解決問題，為了讓問題能與產業實務更貼近，本計畫與業界專家或是企業合作，專家提出他們自己產業對機器人服務的真正需求，教師擔任需求協調者與解決問題進度控制者，學生組成學習團隊進行問題解決，最後由教師與業界專家擔任評分與提出改善建議。在課程實踐計畫中，對於每個問題的解決過程都是透過行動研究，構成自我反思循環，促使研究者針對問題導向教學的狀況來進行自我的教學反省與檢討，依據學生的學習情形做適當的教學轉變進而改進自我的教學和促進自我的專業成長。 Whether the service design and the living application of the robot can meet the needs of the people depends on the talent education of the robotic application and development. This plan proposes a course of ‘Intelligent Interaction and Innovative Applications of Robots’ to let students experience the service design and development of robot industry. This course helps to develop talents ' future expertise and interest in. This is a new course in the field of information management and a practical course closely combined with industry pulsation. Since no textbooks and learning materials have been found at home and abroad, it is necessary to design and develop new textbooks before teaching. This course is different from the method of traditional teaching lectures and adopts with problem-based teaching. Six major issues in the curriculum: 'Who to challenge', '500 m obstacle', 'Robot Navigators', 'Robot Little TAs', 'Robot Orders', 'Robot Operators'. Through these issues, we organize teaching content, design textbooks and guide students to solve problems. In order to bring the problem closer to the industry practice, this plan works with industry experts or companies. The experts prompt the real demand for robotic services in their own industries. The teacher is as a demand coordinator and a problem-solving progress controller. Students form a learning team to solve problems. Finally, teachers and industry experts score and suggest teams’ solution for improvement. In the curriculum practice plan, the process of solving each problem is through action research to form the cycle of self-reflection. The action research can encourage the researcher to conduct self-examination and review on the situation of problem-oriented teaching. Teacher can make appropriate teaching changes according to students ' learning situation, improve self teaching and promote self professional growth.
