「學習規劃幕後公式揭密」線上講座於115年3月26日上午舉行，邀請國立臺灣大學學習規劃辦公室進行專題分享，吸引約130位來自各大專校院的教務、學務與課程發展相關人員參與。活動一開始由共同主持人李孟學副教授致詞，提及近年各校積極投入學習規劃制度的發展，如何從理念轉化為具體可運作的機制，已成為高等教育現場的重要課題，也因此特別邀請臺大團隊分享其多年實務經驗，期望提供各校在制度建構上的參考依據。
專題分享中，臺大學習規劃辦公室鄭如珊執行長首先回溯制度建立的起點。她指出，臺大在新生調查中發現約有四成學生在入學初期對未來學習方向感到不明確，同時校內雖擁有多元學習資源，但學生往往缺乏整合運用的能力，因此促成學習規劃辦公室的成立。透過專責單位與專業人員的引導，協助學生進行自我覺察與學習路徑的建構，逐步形成一套以學生為主體的支持機制 。在此架構下，學習規劃不僅是提供建議，更是一種透過對話促進學生理解自身優勢、釐清目標並付諸行動的歷程。
在實務運作上，臺大以一對一會談作為核心服務模式，搭配團體課程與工作坊形成完整支持系統。學生通常透過線上預約並填寫前測問卷進入會談，由學習規劃師進行深度引導，會後再透過自評與後測檢視改變與成效。會談內容涵蓋生涯探索、學制選擇、資源連結、學習策略與時間規劃等面向，使學生能在多元選項中做出適合自身的決策。同時，為降低學生初次接觸的心理門檻，也發展微課程與團體活動，讓學生以較輕鬆的方式進入學習規劃歷程，並逐步建立使用服務的意願 。
在制度穩定發展的背後，專業人力的培育扮演關鍵角色。分享中詳細說明學習規劃師的招募與培訓機制，從書面審查、筆試到口試，逐步篩選具備助人特質與溝通能力的人才。進入團隊後，透過約六週的培訓流程，包括知能建立、會談觀摩、實習與逐步獨立接案，確保規劃師能在實務中穩定發揮。培訓核心之一為臺大獨立開發的學習規劃引導模型FAST Model，透過分析學生學習方向明確度與學習資源掌握度，協助規劃師判斷學生狀態並擬定引導策略，同時也作為評估會談成效的重要依據 。此外，透過會談七階段設計與引導工具的應用，使對話更具結構與品質。
為維持專業成長與服務品質，臺大亦建立多元增能機制，包括定期個案觀察會、學習社群與讀書會、參與國際學習規劃組織交流，以及鼓勵規劃師進修外部課程與自我反思等。透過持續累積個案經驗與團隊交流，逐步形塑個人引導風格與專業判斷能力。也強調沒有單一理論能適用所有學生，需保有彈性與開放性，回應不同學習需求 。
在制度推動層面，分享中特別強調跨單位協作的重要性。學習規劃辦公室在臺大扮演教務與學務之間的橋梁角色，需與教務處、系所、共教中心等單位密切合作，才能讓學生在制度與課程上真正擁有跨域選擇的可能。同時也指出，學習規劃不應被視為特定制度（如校學士）的輔導工具，而應以學生整體發展為核心，協助其判斷最適合的學習路徑為尚。
在推廣策略方面，臺大經驗顯示，關鍵在於提升使用者的感受與認同。透過新生訓練導入、教師培力活動、系所巡迴說明與課程合作等方式，逐步擴大制度影響力，其中又以學生之間的口碑傳播最具效果。當學生實際感受到學習規劃的幫助，便會主動推薦給同儕，形成自然擴散的效果。同時，透過數據分析呈現各系學生使用情形，也有助於促進校內合作與資源整合 。
在綜合討論環節中，與會人員針對多項實務議題踴躍提問，包括如何在不同學校情境下建立制度、學習規劃師的專業邊界、以及如何提升學生參與意願等。臺大學習規劃辦公室團隊回應指出，各校在推動學習規劃時，可先釐清自身的目標與定位，從學生需求出發設計服務內容，而非直接複製既有模式；在專業界線上，學習規劃師需清楚區隔與心理諮商的不同，強調以學習與發展為導向的引導角色；至於學生參與度，則需透過降低門檻、強化初次體驗與建立正向回饋，逐步累積使用習慣。講者也分享，學生的改變往往需要時間醞釀，不必期待一次會談即產生明顯成效，而是透過持續支持，引導學生學會為自身學習負責。
整體而言，本次講座不僅呈現臺大在學習規劃制度上的完整發展歷程，也提供從理念、制度到操作層面的具體經驗。透過實務案例與方法分享，使與會者得以從中反思自身學校的推動策略，進一步探索適合在地情境的學習規劃模式，為高等教育中學生支持系統的深化發展帶來新的啟發。
參考連結：
The online talk “Behind the Scenes of Learning Planning” was held on March 26, bringing together around 130 participants from universities across Taiwan, including staff from academic affairs, student affairs, and curriculum development. The session featured a special sharing by the Learning Planning Office at National Taiwan University (NTU).
In the opening remarks, Associate Professor Meng-Hsueh Lee noted that many universities have recently been investing in learning planning systems. However, turning ideas into practical, workable systems remains a key challenge. This was exactly why the NTU team was invited—to share their real-world experience and offer useful insights for other institutions.
During the session, Executive Director Ju-Shan Cheng first explained how NTU’s learning planning system began. A freshman survey showed that about 40% of students were unsure about their learning direction when they entered university. At the same time, although many learning resources were available, students often didn’t know how to use them effectively. In response, NTU established the Learning Planning Office to provide structured guidance. Through conversations with trained professionals, students are supported in understanding themselves, clarifying their goals, and building meaningful learning paths. In this approach, learning planning is not just about giving advice—it’s about helping students discover their strengths and take action through guided dialogue.
In practice, one-on-one consultation is the core service. Students sign up online, complete a pre-session questionnaire, and then meet with a learning planner for a focused discussion. After the session, they reflect on their progress through a follow-up survey. Topics discussed often include career exploration, academic choices, use of resources, learning strategies, and time planning. To make the service more accessible, NTU also offers group workshops and short courses, allowing students to engage in a more relaxed setting before moving into deeper one-on-one sessions.
Behind this system is a strong emphasis on professional training. The NTU team shared how they recruit and train learning planners through a structured process, including application review, written assessment, and interviews. New team members then go through about six weeks of training, including foundational knowledge, observation, practice, and gradually taking on their own cases. A key tool in this process is NTU’s self-developed FAST Model, which helps planners understand students’ situations based on their clarity of direction and use of resources, and guides them in choosing appropriate strategies. In addition, a structured conversation framework helps ensure consistency and quality in each session.
To maintain service quality, NTU has also built a continuous learning system for its planners. This includes regular case-sharing meetings, learning communities, participation in international conferences, and encouragement for further training and self-reflection. Over time, planners develop their own styles while strengthening their professional judgment. The team also emphasized that no single approach works for every student, so flexibility and openness are essential.
Another key takeaway from the talk was the importance of collaboration across campus. The Learning Planning Office acts as a bridge between academic and student affairs, working closely with departments, administrative units, and general education centers. This collaboration creates an environment where students can truly explore interdisciplinary learning opportunities. At the same time, the team stressed that learning planning should not be seen as a tool for promoting a specific program, but as a way to support each student’s overall development.
In terms of outreach, NTU highlighted that the most important factor is user experience. By introducing the service during orientation, working with faculty, visiting departments, and offering course collaborations, they gradually expand awareness. Among all strategies, word-of-mouth from students has proven to be the most effective. When students find the service helpful, they naturally recommend it to others. Data analysis is also used to understand usage patterns and strengthen collaboration within the university.
During the discussion session, participants raised a wide range of practical questions, such as how to build a system in different institutional contexts, how to define the professional boundaries of learning planners, and how to increase student engagement. The NTU Learning Planning Office team, together with their planners, shared that each university should first clarify its own goals and design services based on student needs, rather than simply copying existing models. They also explained that learning planners should be clearly distinguished from counselors, focusing on learning and development rather than psychological support. To encourage participation, they suggested lowering entry barriers, improving first experiences, and building positive feedback over time. They also noted that meaningful change in students often takes time, and should not be expected from a single session. Overall, the talk provided a comprehensive look at NTU’s journey in developing its learning planning system, from initial ideas to practical implementation. Through real examples and shared experiences, participants were able to reflect on their own institutional strategies and explore approaches that fit their local contexts. The session offered valuable inspiration for strengthening student support systems in higher education.