本篇論文依據Lave的情境學習理念搭配Wiki系統能容易新增、刪除與修改內容的特性在班級中建立一個實務社群，模擬現今實務社群中軟體開發的團隊，讓學生的學習是在實務的情況下進行。實務社群的學習環境可以使不同程度的學生做不同程度的學習，賦予不同的角色使得學生各司其職、對小組合作學習上有不同程度的貢獻並加入訓練者的角色與階層式的角色架構，使得學生在進行作業活動的同時，慢慢由邊際參與到核心參與並造成組內的積極互賴。學生由不同工作的訓練漸漸的朝學習的核心前進，在過程中能對同一知識有不同程度的學習目標與看法。
我們由50位資工系大學部一年級學生於95學年度第一與第二學期於班級中建立計算機概論課程的實務社群，根據我們實驗的問卷結果以及94學年度第二學期所建立的實務社群相比較，學生成績的變動與Wiki系統站點紀錄均顯示我們這樣的學習環境能有效提升同儕互助與整體的學習動機。

The ease of interaction and operation of a Wiki system allows for mass collaborative authoring. This paper reports how an authentic learning community is constructed according to Lave’s learning theory for group collaboration. In our community, we simulate the real-world software development team’s operation to assign each student member roles. Through students’ project homework given by their teacher, we expect students to fulfill their individual tasks and make different contributions corresponding to their roles. We also add the trainer roles in every group in our hierarchical framework. The principles of the methodology is based on situated learning that learning is a trajectory in which a newcomer moves from Legitimate Peripheral Participation (LPP) to a core participation in a CoP. By this way, they learn not only programming skills but also having the goal in various degrees to the same knowledge in the process.
The experiments were performed in the Introduction to Computer Science course during an academic year (from Sep. 2006 to Jun. 2007). The subjects are 50 students who are freshmen majoring in Computer Science. Eventually the results of data analysis and grades to compare with experimental group and control group, it indicates that our method can raise not only the whole learning motivation but also students’ peer supports by using Wiki.

〔1〕 李良一，｢網路期刊評量系統：建構合於規範的邊際參與環境及作品集評量系統｣，國立中央大學，碩士論文，民國九十一年。
〔2〕 夏希璿，｢以Wiki為基礎建構供線上小組合作與線上教材使用的知識共建平台｣，國立中央大學，碩士論文，民國九十四年。
〔3〕 黃漢強，｢利用Wiki在班上建構一個具階層性且互賴的實務社群｣，國立中央大學，碩士論文，民國九十五年。
〔4〕 孫春在、林珊如, 網路合作學習-數位時代的互動學習環境、教學與評量，心理出版社，台北市，民國九十六年。
〔5〕 周立勳，｢國小班級分組合作學習之研究｣，國立政治大學，博士論文，民國八十三年。
〔6〕 Danel H.Pink，未來在等待的人才- A Whole New Mind，查修傑譯，大塊文化，台北市，民國九十五年。
〔7〕 Anderson, L. W., & Krathwohl, D. R., A taxonomy for learning, teaching, and assessing: A revision of blooms’ educational objectives., New York: Longman, 2001.
〔8〕 Augar, N., Raitman, R., & Zhou, W.,“Teaching and Learning Online with Wikis ”,ASCILITE, Australia, 2004.
〔9〕 Barab, S. A.,& Duffy, T. M., “From practice fields to communities of practice ” In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp.25-55). Mahwah, New Jersey: Lawrence Erlbaum Associates, 2000.
〔10〕 Bayliss, J. D. & Strout, S., “Games as a "favor" of cs1 ”In Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education SIGCSE _06, pp. 500–504, ACM Press, NY, 2006.
〔11〕 Bloom, B. S., Taxonomy of educational objectives: The classification of educational goals., Handbook i: Cognitive domain. New York: Longmans, 1956.
〔12〕 Bonk, C. J., & Cunningham, D. J., “Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools “ In C. J. Bonk & K. S. Kim (Eds.), Electronic collaborators: learner-centered technologies for literacy, apprenticeship, and discourse, pp. 25-50. New Jersey: Erlbaum, 1998.
〔13〕 Carr T., Cox G., Eden A. & Hanslo M., “From peripheral to full participation in a Blended Trade Bargaining Simulation ”British Journal of Educational Technology 35(2), 197–212, 2004.
〔14〕 Chang, C. K., Chen, G. D., & Li, L. Y, “Constructing a community of practice to improve coursework activity ” Computers & Education (SSCI), 2006.
〔15〕 Gardner, H., Multiple intelligences: The theory in practice., New York: Basic Books, 1993.
〔16〕 Guldberg, K., & Pilkington, R, “A community of practice approach to the development of non-traditional learners through networked learning ” Journal of Computer Assisted Learning 22 (3),159-171, 2006.
〔17〕 Gulikers, J., Bastiaens, Th., & Martens, R. L, “The surplus value of an authentic learning environment ” Computers in Human Behavior, 2005.
〔18〕 Gumhold, M., & Weber, M, “Motivating CS students with game programming ” In Proceedings of the 6th International Conference on New Educational Environments (ICNEE), Neuchatel, Switzerland, 2004.
〔19〕 Guzdial, M., Rick, J., & Kehoe, C., “Beyond adoption to invention: Teacher-created collaborative activities in higher education ” Journal of the Learning Sciences, 2001.
〔20〕 Henri F., & Pudelko B., “Understanding and analysing activity and learning in virtual communities ” Journal of Computer Assisted Learning 19, 474–487, 2003.
〔21〕 Herrington, J., & Oliver, R. “An instructional design framework for authentic learning environments” Educational Technology Research and Development, 48, 23–48, 2000.
〔22〕 Herrington, J., Oliver, R., & Reeves, T. C., “Patterns of engagement in authentic online learning environments ” Australian Journal of Educational Technology, 19, 1, 59–71, 2003.
〔23〕 Johnson, D. W., & Johnson, R. T,. “Learning together and alone: cooperative, competitive, and individualistic learning “(5th ed.). Boston: Allyn & Bacon,1975
〔24〕 Johnson, D. W., & Johnson, F. P,, Joining together: Group theory and group skills: Prentice Hall, 1982.
〔25〕 Johnson, D., and Johnson, R., Cooperation and Competition, Theory and Research, Edina, MN: Interaction Book Company, 1989.
〔26〕 Johnson, D. W., & Johnson, R. T., Learning together and alone. Cooperative, competitive, and individualistic learning: Allyn and Bacon, 1999.
〔27〕 Johnson, D. W., “Social interdependence: Interrelationships among theory, research, and practice” American Psychologist, 934-945, 2003.
〔28〕 Lave, J., & Wenger, E., Situated learning: Legitimate peripheral participation, New York: Cambridge University Press, 1991.
〔29〕 Lister, R., and Leaney, J., “Introductory Programming, Criterion-Referencing, and Bloom “ Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, pp144-147, 2003.
〔30〕 Newmann, F. M., & Wehlage, G. G., “Five standards for authentic instruction” Educational Leadership, 50(7), 8–12, 1993.
〔31〕 Prensky, M., Digital Game-Based Learning, McGraw-Hill, New York JIMÉNEZ-PERIS et al. (1999), Ricardo Jiménez-Peris, Sami Khuri, Marta Patiño-Martínez, Adding breadth to CS1 and CS2 courses through visual and interactive programming projects, ACM SIGCSE 1999, Vol. 13: 252-256, 2001.
〔32〕 Ramsden P. Learning to Teach in Higher Education., Routledge, London, 1992.
〔33〕 Savery, J., & Duffy, T., “Problem based learning: An instructional model and its constructivist framework” In B. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications, 1996.
〔34〕 Sweedy, E., deLaet, M., & Slattery, M. C., and Kuffner, J. “Computer game and CS education: why and how, Proc.” Of the 36th SIGCSE technical symposium on Computer science education, 256-257, 2005.
〔35〕 Wang, C., and Turner, D., “Extending the Wiki Paradigm for Use in the Classroom” In Proceedings of the International Conference on Information Technology: Coding and Computing (ITCC’04) Volume 2, 2004.
〔36〕 Wenger, E., Communities of practice: Leaning, meaning, and identity: Cambridge University Press, 1998.
〔37〕 Wenger, E., McDermott, R., & Snyder, W. M., “Cultivating communities of practice”, Harvard Business School Press, 2002.
〔38〕 MediaWiki, http://www.mediawiki.org/wiki/MediaWiki.
〔39〕 Wikipedia, http://en.wikipedia.org/wiki/Main_Page.