[Goals and Missions] [Educational content] [Information tools & technologies]  [ambassadors and spokespersons] 

[Influence and Impact][Intellectual Properties] [Discoveries,Lessons and Surprises]

  The purpose of education is to spur students’ potentials, to foster students’ adaptability and to improve students’ learning environment. Participating in Cyberfair project makes all the members grow strong and equip with ability to practice knowledge whenever they can. After our research topic was chosen, instructors, community residents and college volunteer workers exhibit efficient contacts and association through communication and discussion. We shared the sacred commitment for passing on Truku hunting culture to the next generation. In this process, we merged wisdom from the sage, history scholars, school, community, and information technology, and made it possible to present our works in a refined way.

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The experience our team members have been through throughout the process of Cyberfair project matches the education concept of Grade 1-9 Curriculum, which are as follows:

1. Humanity thinking

Our team members learned to understand their own abilities, respect and appreciate the characteristics of other people and the differences between people of different age.

2. Ability to integrate

Instead of teaching in the classrooms, we took the students to the communities, aiming to cultivate their sensible and sensitive attitude and integrate humanity quality and technology instead of forcing them to absorb or memorize fragmented knowledge.

3. Democracy

The students learned to improve their ability of self-expression and communication through interviews, learned to take down the interview records and thoughts through independent thinking trainings, learned to develop their own abilities trough working as a group, learned to actively participate in cultural activities in the community and make contribution to cultural transmission, and cultivate the habit of abiding by the law through understanding intellectual properties.

4. Native soil and international awareness

Experiencing hunting culture from an educational perspective, we construct a learning environment imbued with local feature and ecology conservation. By participating in Cyberfair, we could share this kind of topic-oriented research with the rest of the world .

5. Life-long learning

Through continuous interviews and records, we have gradually learned to actively collect and process information, raise questions and solve problems, to provide our achievement with a value of preservation and further development.

Interview skills and metal map organization	Democratic discussion and division of labor	Topic-oriented course-archery	Attentive listening and cultivating a sense of respect

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What information tools & technologies did you used to complete your CyberFair project?

Technologies	Content
(1) Web phone	A tool of contacting team members and communicating with interviewees prior to the interviews.
(2) TV	A tool for sharing the video of artistry activities.
(3) Video and digital cameras	A tool for recording community visits and folklore activities
(4) Scanners	A tool for completing students’ works and selecting references.
(5) Dictaphones	An important tool for recording the oral narration and processing written records
(6) Software	FrontPage 2003, PhotoImpact  X3, AppServ V2.44a server, ACDsee image management,  Midi production software, CDex music converter software, etc.
(7)Book, periodicals and research papers	Reference about Truku hunting culture and research reports suggested by interviewees.
(8)Interviews	Interviewing elder people to completely record their oral narrations.

Videotaping the interview	Scanning student works	Digital voice recorder as the best tool	Collecting information from experts

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      We would like to thank Mt. Gui-shi Tian for providing us invaluable cultural and historical information based on his twenty years of solid research in this field, so we were unable to gain a deep understanding of the meaning of facial tattoo. We would also like to thank Mr. Pidelo Wukah as he led to view the culture of facial tattoo in a modern society from a different perspective. We appreciate Mrs. Ching-hsiang Hu for sharing with us about the music and dances associated with facial tattoo based on her over forty years of research in Truku culture and arts. We would also like to express our gratitude toward our parents who accompanied us to interview the cultural workers.

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      First of all, the students have absorbed so much knowledge and learned so many skills during such a short period of time. In the beginning, when asked about what they were doing, they would say they were using the computers. However, their answer has changed because they have been to too many places, interviewed too many people, written too many thoughts and made use of so many latest resources and equipments at school. Now, they would say they are honored to have participated in this meaningful activity.
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     We would always carefully write down our thoughts after each interview. It was difficult to present the actual situation though we were only required to write short articles. The teacher gave speeches about intellectual properties; therefore, we had been very careful when quoting information (words, photos, illustrations, music and videos) on-line that we always provided bibliographies and copyright agreements to show our respect to the authors.
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        Our interviewees had a common quality—they stick to what they want. While their wisdom cherished and explored by us, we excavated their unseen respect to the ancients, their confidence and professional attitude. The knowledge they emitted throughout their life vibrated us to walk into the palace of culture and society. The lesson we learned from them is to manage our time, and to improve our tribal language.
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