智慧水產，永續生產–以同儕師徒制教學與科技新創服務之養殖物聯網人才培養實踐研究

Abstract

在水產相關產業，物聯網與程式設計之應用與需求不斷攀升，而在高等教育端，非電資領域科系亦增開程式設計與人工智慧相關必修課程。生命科學背景的學生不缺乏解決產業需求的構想，但是對於這些資訊科技的入門者而言，人工智慧物聯網仍有巨大的學用落差。因此本計畫提出了以同儕師徒制團隊做為大學社會責任服務的教學實踐研究，讓學生能在不同的學習階段便與業界合作場域磨合。首先培養完成進階課程的同學作為同儕師，帶領基礎課程的入門同學組成Scrum敏捷開發團隊，以科技新創服務之互惠方式投入合作實習場域，針對場域需求之智慧生產、冷鍊加工或品牌行銷三個層面提出創新物聯網提案。在本計畫的第一階段，首先對基礎課程的入門同學進行訪談，發現多數同學期盼到場域進行實作來提升自己對業界現況的了解。由於受到了疫情的衝擊，因此場域實作先以課程助教至現場拍攝教學影片來進行，並且以場域收集到的即時水質數據做為課程之教材與作業進行分析。本計畫於下一階段將組成學生團隊進入USR場域提出的智慧水產鍊新創計畫，在業師的指導下培養具備團隊領導與業界新創服務之經驗，並於後續的課程中帶領同儕徒創造社區、同儕師徒三贏的成果。

In the fishery and aquaculture industries, the applications and demands for the Internet of Things (IoT) and computer programming are constantly increasing. On the higher education side, departments outside electrical engineering and computer science (EECS) fields have added more and more compulsory courses related to programming and artificial intelligence at the same time. Undergraduate students in life science background do not lack ideas for the industry needs, but there are still huge gaps between learning and applying in artificial intelligence and IoT for these beginners of information technology. Therefore, the current project proposes a teaching practice research using peer mentoring teams as the university social responsibility (USR) services. Students at different stages of learning will have opportunities to join the new industry trends of intelligent aquaculture. Senior students who have trained from the advanced IoT courses serve as the peer mentors and lead the junior students from the introductory programming courses to form Scrum agile development teams. These teams receive internship training and provide technological innovation services simultaneously in the collaborated USR sites. Innovative proposals of IoT ideas regrading to smart production, cold chain processing, or brand marketing will be initiated to meet the needs of collaborated sites. In the first stage of this project, we first conducted interviews with the students from the fundamental programming course and found that most students looked forward to the field to improve their understanding of the current situation of the industry. Due to the impact of the epidemic, the field internship was first carried out with teaching videos filmed by teaching assistants, and real-time water quality data collected was used as the teaching materials and homework for the apprentices. In the next stage, student teams will enter the USR sites with their innovation plans proposed. Under the guidance of industry teachers, they will cultivate experience in team leadership and technological innovation services. The goal is to create a win-win outcome for the USR sites, peer mentors, and apprentices