國立暨南國際大學

學年

學期

開課號

課號

課程名稱

英文課名

學院

開課系所

班級

任課教師

學分

授課時數

授課類型

課程類別

修別

排課時間

排課地點

全英語授課

任課教師電子郵件信箱

核心能力

職涯類別

教學內涵

程式設計

性別平等

品德教育

人權教育

永續環境

備註說明 :
此課程為全英文授課，請在以下欄位用全英文填寫

一、課程目標Course objectives

[update_20260927]
1. Explore the role and competencies of product managers in multinational corporations in the AI era
探索 AI 世代的國際企業產品經理角色與素養
2. Develop students' career exploration and strategic thinking
建構學生的職涯探索與策略思維
3. Experience the practical integration of product management and project management from concept to deployment
體驗從構想到上線的產品管理與專案管理實作整合
4. Cultivate problem-based, self-directed learning and team collaboration skills
培養問題導向式自主學習與團隊協作能力
5. Design, build, and govern an AI agent that supports career and product decisions
設計、建構並治理一個支援職涯與產品決策的 AI 代理人
A. This course is designed with the following assumptions about enrolled students:
1. Strong Motivation and Goal Orientation
Students are expected to be highly motivated and purpose-driven, having intentionally chosen this course as an elective offered in EMI.
2. Time Commitment
Students understand and accept the time investment required — at least three times of 1 credit hour per week. This includes an average of 2 hours of individual learning and group discussions, in addition to the 1-hour weekly class time.
3. English Proficiency Development
Students are enthusiastic about leveraging this EMI course as an opportunity to enhance their English proficiency. While this requires extra effort, it is expected to generate synergy in the long run, especially as students progress along their individual learning curves into the later stage of a semester.
4. Exploring and Exploiting Agentic AI
Beyond the conversational use of GenAI, students will design, build, and govern an AI agent of their own. At least one member of each group therefore holds a paid AI subscription plan; other members may use free tiers, and group members support one another.
5. Three Levels of Capability Expected
Within one credit-hour per week, the course separates what every individual must master from what the group must deliver. Levels A and B are required of every student; Level C is achieved as a group, led by the members holding the technical roles, while the rest of the group participates in quality control, and acceptance.
在每週僅 1 學分的時間預算下，本課程將「每位學生的個人必達能力」與「小組共同交付的成果」分開。Level A 與 Level B 為每位學生必達；Level C 以小組為單位達成，由組內技術角色主責，其餘組員參與品管與驗收。
Level A｜Literacy 看得懂
Able to locate one's own work on the nine-layer model of an AI working environment, and to diagnose a failed AI task against the four engineering dimensions (Prompt, Context, Harness, Loop).
能以 AI 工作環境九層模型定位自己的工作，並以四種 Engineering 構面診斷一個失敗的 AI 任務。
Level B｜Configuration 設定得出來
Able to produce and revise the Knowledge Base and the Skill by vibe coding: the task contract, the source list, the presentation rules, and the K/S/A classification scheme.
能以 vibe coding 產出並修改 KB 與 Skill：任務契約、來源清單、呈現規範與 K/S/A 分類規則。
Level C｜Construction 跑得起來
Able to carry vibe coding through to a deployed, updatable analysis page — accumulating job postings, running the analysis with the AI agent, charting K/S/A statistics and trends, and publishing on GitHub Pages; heartbeat scheduling (e.g., Google Apps Script) is optional.
能以 vibe coding 做出並部署可持續更新的分析網頁：累積職缺、以 AI Agent 分析、繪製 K/S/A 統計與趨勢圖，並發佈於 GitHub Pages；心跳排程（例如 Google Apps Script）為選配。
B. Regarding the scheduled Topics or the assigned digital learning materials, the Time Commitment Estimation is:
1. The class is divided into study groups (G1, G2, …) of 5–7 students, strictly adhering to the class size limit of 36 students; the number of groups depends on enrollment.
2. 2 groups will take turns each week to deliver a 10-minute oral presentation using the worksheet, followed by a 10-minute Q&A session. Within or/and after the class, the presenting group is required to respond to all remaining Mentimeter feedback from other groups on the Moodle forum by the end of the same day. This is the routine that has been consistently practiced in our previous classes.
3. This arrangement means that each group presents in turn, following the rotation announced by the TA on Moodle; how often a group presents depends on the number of groups. Of course, the efficiency and quality of collaboration still depend heavily on the contribution and engagement of all group members as they progress along their learning curve.
4. Every group submits the weekly worksheet, whether or not it is scheduled to present. Submission is made on Moodle by 23:59 on the Tuesday before class. A group that revises its worksheet after class, in light of the discussion, and resubmits it to the separate Bonus Assignment area — open all term, not the weekly worksheet slot — earns a Bonus Assignment point.
各組每週均須繳交學習單，不論該週是否輪到簡報，於課前週二 23:59 前上傳 Moodle。課後依課堂討論修訂者，改交到整學期開放的「加分作業（BA）」繳交區，計 BA 一次；週作業繳交區於期限一到即關閉，不接受遲交。
5. The worksheet has an individual layer and a group layer. Sections 2 to 4 are done alone and are not submitted; sections 1, 5, 6, and 7 are the group's consolidated work and are what gets submitted. The point of the split is that the group session has something real to consolidate — every member having done the reading, not one person who did it for everybody.
學習單分為個人層與小組層。第 2 至 4 節為個人獨作、不繳交；第 1、5、6、7 節為小組綜整成果，繳交的是這一部分。分層的用意在於讓小組討論有東西可以收攏——每位組員各自讀過，而不是一個人代替全組讀。
6. From W4 onwards each student works through the individual sections with the SDL learning partner and keeps the full conversation transcript, as plain text (.txt), in the group’s shared folder. A summary, a rewritten version or a share link is not a transcript. The teaching team may ask to see it at any point.
自 W4 起，每位學生以「SDL 學習夥伴」完成個人層各節，並將該次對話的完整逐字稿以純文字（.txt）保存於小組共用資料夾。摘要、改寫版或分享連結均不視為逐字稿。教學團隊得隨時調閱。
7. W1 carries two baseline items, and neither is graded: Part A of Worksheet W1 (three questions, answered by hand, without AI) and the authentic one-minute self-introduction video, recorded after the class. Both are due by 23:59 on the day of W1 in the designated Moodle assignment area. The authentic video is seen only by the instructor and is not shown to the class; the AI-enhanced version recorded after W2 is shared within the class, is due by 23:59 on the Tuesday before W3, and is likewise not graded. A student who has handed in neither by the W1 deadline is strongly advised to drop the course, and the TA will notify the department office. This is not a penalty: general-education places are balloted, the class is capped at 36, and releasing a seat early is what lets the next student on the waiting list catch up.
W1 有兩項基準線作業，兩項均不計分：學習單 W1 的 Part A（手寫三題、不使用 AI），以及課後錄製的一分鐘自我介紹真實版。兩項均於 W1 當天 23:59 前上傳指定的 Moodle 作業區。真實版影片僅教師可見、不對全班公開；W2 課後錄製的 AI 賦能版於 W3 前一週二 23:59 前繳交，班內公開，同樣不計分。至 W1 期限兩項皆未繳交者，建議盡速退選，TA 並將通知其系辦。此非懲罰：通識課程名額採志願與抽籤分配，本課程限收 36 人，愈早釋出名額，遞補者愈來得及跟上。

二、師生晤談時間及地點Instructor office hours

時間

3z, by appointment

地點

MGMT5059

電話

#4634

三、授課方式Teaching approach

1. English as a Medium of Instruction/Learning (EMI/EML)
全英授課/全英學習
2. Problem/Project-Based Learning (PBL/PjBL)
問題導向/專案導向學習
3. Self-Directed Learning (SDL), as Flipped Classroom with the instructor's own interactive digital learning materials (AI Teaching Resources Hub) and video lessons
自主學習（翻轉教室；教師自製互動數位教材與影音課程）
4. Collaborative Learning, may be assisted by Coggle, the online Mind-map Tool
小組協同學習（或輔以心智圖）
5. Agentic AI Practice with a Paid AI Subscription. At least one member of each group holds a paid AI subscription plan; other members may use free tiers, and group members support one another. The Term Project must NOT rely on any paid API.
以 AI 付費訂閱方案進行 Agentic AI 實作。每組至少一人持有 AI 付費訂閱方案，其他組員可使用免費版並互相支援；期末專案不得使用需付費的 API。
A. [Pre-Class] Individual Learning & Group Study:
1. To ensure the success of the course, students will be grouped into study groups (G1, G2, …) of 5–7 individuals with different personal and academic backgrounds, English levels (CEFR), and AI subscriptions to encourage mutual learning among group members. The number of groups depends on enrollment, and each group includes at least one member comfortable with tools and hands-on operation.
2. Before engaging in group study and discussion, students will individually work through the assigned interactive SPA materials, watch video clips, or read news articles and cases, which are assigned to each week. They will then collaborate in group study, using the worksheet and GenAI tool to analyze and summarize the material in a structured way for oral presentation and discussion in class.
3. Professor Lo (jimmylo.ntu@gmail.com, but NOT smlo@ncnu.edu.tw) and TAs (to be announced on Moodle) monitor learning progress through the weekly worksheets submitted on Moodle. The teaching team reviews the consolidated submissions of all groups before each class and uses what it finds to decide where the fifty minutes of class time are spent.
4. In general, (1) new vocabulary and phrases, (2) uneasy pronunciation and speaking, (3) unfamiliar business terms and ideas, and (4) further information related to the topic studied of the week are recorded in Section 4 of the weekly worksheet, the EMI Language Lab. Don't forget the group number and the names of the group members.
5. Required and Optional Materials. Every weekly material below is marked either [Required] or [Optional]. Given one credit-hour of class time and the two additional hours of preparation expected each week, the Required set is deliberately capped at one main material, at most one adjacent-framework material, and at most one short video under 10 minutes. The main material is the one the week's worksheet is built on; the adjacent-framework material fills in what the main material leaves out and is not examined directly. Worksheets cover the Required set only. Optional materials are strongly encouraged; a write-up of any Optional material counts as a Bonus Assignment (BA).
必讀與選讀。以下每週教材均標示 [Required 必讀] 或 [Optional 選讀]。考量每週僅 1 學分課堂時間與課外至少 2 小時的準備，必讀教材刻意限制為 1 份主教材、至多 1 份相鄰架構教材，加上至多 1 支 10 分鐘以內的短片。主教材是當週學習單第 2、3 節任務所依據的那一份；相鄰架構教材補足主教材未展開的面向，學習單不直接考。學習單僅涵蓋必讀教材；選讀教材強烈鼓勵閱讀，其書面整理可作為加分作業（BA）。
B. [During-Class] Oral Presentation & Brief Interactive Tasks (BITs)
1. Study groups will orally present in class, in turn, with Jigsaw Collaboration to balance between loading and learning effectiveness. Each student of the presenting group shall orally present for 1-2 minutes and hence 10 minutes in total as a group in describing and explaining assigned materials and then answering questions from the audience at the end of presentation for another 10 minutes in general.
2. In the meantime, students of other study-groups in the audience shall actively engage themselves in the whole process as responsible listeners who may raise questions, provide answers, and get ready to be cold called.
3. During W10~W12, class time is operated as a debugging clinic for the Term Project: instructor demonstration, two group presentations, and diagnosis of the blockers each group is facing. The building work itself is done outside class as SDL.
4. Additional activities such as invited talks from outside speakers, field trips to local businesses, or English debate observation/practice will be arranged when resource and time are available.
5. A Peer Review (PR) is run twice — once at the middle and once at the end of the semester — to fairly assess each student’s contribution to her/his study group.
6. Due to the potential restrictions of the pandemic and the classroom capacity while keeping students in social distancing, this course may be moved online as required and conducted in a hybrid model, half in person and the other half online. Every student must prepare microphone (mute as the default) and camera (on as the default) to function well along with the online part of this class.
C. [After-Class] Review & Autonomous Learning:
1. Students are highly suggested to complete the assigned interactive SPA materials together with their built-in topic quizzes, and to keep their own learning records for reflection and for the Bonus Assignment.
2. Students are strongly encouraged to review their group worksheets along with the professor's comments (whiteboard note) during and after class, to gather and analyze additional information, to interact with each other on Moodle discussion forums and to contribute to the class.
3. All kinds of write-ups in any topic for students' autonomous learning are highly welcome, which serve as a bonus assignment (BA) either prepared in English for 1 page or in Chinese for 2 pages, or illustrated in a Coggle mindmap. Write-ups of the weekly [Optional] materials are especially welcome.
4. You are also welcome to record your own English-speaking practice for 3 minutes as a BA by sharing it on Moodle's designated forum. Each BA can get 1 additional point at most to the maximum of 10 points in total for the whole semester.

四、評量方式Grading criteria:

1. Group's Presentation: 20% (in group, Worksheets & in-class Q&A by Menti)
2. Term Project (TP): 30% (in group, broken down by checkpoint)
(a) TP0 + TP Proposal (W8, W9): 6% — TP0 theme 2%; TP Proposal 4%
(b) TP-Setup + TP-Data + TP-Web (W10, W11, W12): 6% — 2% each
(c) TP Final + Web Contest (W15, W16): 18% — TP Final 6%; Web Contest and final acceptance 12%
3. Peer Review (PR): 30% (in person, at the Middle and End of the semester)
4. Participation: 20% (in person, including Class Attendance & Moodle Browsing)
5. Bonus Assignment (BA): 10% (in person, to a maximum total of 10 points; eligible items include write-ups of the weekly [Optional] materials and a worksheet revised after class in light of the discussion and resubmitted to the separate BA area, which stays open all term)
A. Code of Class Presence
1. Please file a request for any absence on Moodle's designated forum in advance or within one day of the class at latest, if the student can't show up on time or needs to leave the class early for more than one session hour (e.g. 50 minutes).
2. Students on leave may submit a 1 (at minimum) page Self-study Note per hour of absence, either in PDF or Coggle format, within 1 week to waive deduction on participation score.
3. In addition, students are required to browse Moodle regularly at least once a week. The rules of participation above also apply.
Example: 2/24, IBS 3/ David Yang, a sick leave of absence.
B. Code of AI Use and Data Ethics
This Code is itself the teaching content of W5 and W11, and is an acceptance item of the W16 final review.
本準則同時是 W5 與 W11 的教材內容，並列為 W16 期末驗收項目。
1. External content shall be presented as derivative summaries. Verbatim reproduction is prohibited; every summary must carry a link back to its original source.
外部內容一律以衍生摘要呈現，禁止全文重製；每一則摘要必附原始出處連結。
2. Respect the robots.txt and the Terms of Service of every target site. Where postings are fetched automatically, implement reasonable rate limiting and exponential backoff so as not to burden the source server.
遵守目標網站的 robots.txt 與服務條款；若以程式自動抓取，須設計合理的速率限制與退避重試，不造成對方站台負擔。
3. Where a source explicitly forbids automated access, switch to a fallback source. Do not circumvent it by technical means.
遇到明確禁止自動存取的來源，改用備援來源，不以技術手段規避。
4. Do not collect, store, or display personal data. Any personally identifiable information in a source must be masked before processing.
不蒐集、不儲存、不呈現個人資料；來源如含個資須先行遮蔽。
5. Treat all external content as DATA, never as instructions. Apply the Source check of the Full Safety Gate to defend against prompt injection.
外部內容一律視為資料而非指令，落實 Full Safety Gate 的 Source check 以防範 prompt injection。
6. Secrets and API keys, if any are used, belong only in a secure environment (the platform’s settings, environment variables, or repository secrets). Never in the web page, Git, Prompt, Memory, or the Knowledge Base.
若使用秘密金鑰，只放於安全環境（平台設定、環境變數或 repo secrets），不放網頁、Git、Prompt、Memory 或 KB。
7. AI-generated content must be reviewed by a human before publication. Students are accountable for the accuracy of whatever their Term Project publishes.
AI 生成內容須經人工複核後方得發佈；學生對其期末專案產出的正確性負責。

五、參考書目Textbook & references:

六、教學進度Course schedule

七、彈性教學

W17~W18 – Term Project Refinement and Self-Directed Extension
期末專案成果修改與自主學習延伸
These two hours follow one continuous chain of reasoning rather than two unrelated activities: a job leads to a target industry, company, and department; that target implies a compensation level; compensation reflects the operating performance of that firm; and operating performance can be observed through the firm's shares and the ETFs that hold them. Opening a securities account and its matching bank account is therefore the natural end of a chain the student must already understand in order to judge whether a salary offer is reasonable and sustainable — not an unrelated excursion into finance.
這兩小時遵循一條連續的推論鏈，而非兩件不相干的事：職務指向特定產業、企業與部門；該目標隱含對應的薪酬水準；薪酬反映該企業的經營績效；而經營績效可透過個股與持有它的 ETF 觀察。因此，開設證券戶與對應銀行帳戶，是學生為了判斷「這份薪水合不合理、撐不撐得久」本來就必須理解的推論鏈的自然終點，而非額外的財經課。
1. W17 – Term Project refinement following the W16 feedback; groups may add the optional performance dimension to their analysis page.
期末專案成果依 W16 回饋修改精進；各組可為分析網頁加入選配的「企業/產業績效」區塊。
2. W18 – Opening a securities account and its matching bank account. Starting from the industry or company each student has locked onto, identify the corresponding ETFs and constituent stocks, and observe how they relate to job-posting volume and compensation levels.
開設證券戶與 ETF 對應銀行帳戶。從各自鎖定的產業或企業出發，找出對應的 ETF 與成分股，觀察其與職缺數量、薪酬水準之間的關聯。
[Optional] 選讀（可撰寫為 BA）
Fundraising Strategy · EMBA Workshop
https://lolopodcast.github.io/venturing-formula/
Statistical Hypothesis Testing — A Guide for Business Decisions
https://lolopodcast.github.io/Hypothesis-Testing/
[SDL] Hypothesis Testing (video)
https://youtu.be/DpWbsq6V1QY

八、TA協助事項Teaching Assistant tasks

九、備註Remarks

1. 本課程以 36 人為限（管 B15 教室），跨院系年級分組，每組 5–7 人，組數依選課人數而定；本學期 24 人分為 4 組（G1–G4）。
2. EMI-TA 於課堂前中後整合協調各種學習活動，與輔導學生與小組學習。
3. 本課程 W9 與 W16 視情況練習以 BBB 視訊上課，以提供學生遠距工作流程體驗與學習。
4. 本課程期末專案為「PM/PjM 職缺 K/S/A 分析 Agent」：各組自 W8 起以 Google 表單累積職缺 JD，以 AI 平台的 Agent 依 KB 四檔分析 K/S/A 與趨勢，成果為已部署的分析網頁（W15 TP Final），即 W16 網頁競賽作品。每日或每週自動排程（例如 Google Apps Script）為選配。
5. 教學團隊將提供 KB 四檔填空範本、JD 蒐集表單範本與一份可運行的參考網頁，定位為「卡住時可對照的答案卷」，而非供直接套用的統一範本。對產品經理與專案經理而言，vibe coding 的學習重心在於讀懂、修改、擴充與除錯，而非從零生成。
6. 期末專案得選配加入「目標企業/產業經營績效與相關 ETF 觀察」構面，並於 W17~W18 延伸。
7. 各組期末專案成果將收錄於 EMI SPA Course Showcase Gallery。

十、本課程可培養學生之核心能力與教學活動、核心能力與評量方法之對應表

十、本課程可培養學生之核心能力與教學活動及評量方法對應表

（一）	培養學生具備專業知能之教學活動:
1.課堂討論（含個案討論）
2.書面報告、作業、作品、實驗
3.學生口頭報告
7.課外閱讀
（二）	培養學生具備專業知能的能力之評量方法:
2.實作評量﹙含口頭、書面報告、實習、表現評量﹚
3.其他表現

（一）	培養學生具備創新學習之教學活動:
1.課堂討論（含個案討論）
2.書面報告、作業、作品、實驗
3.學生口頭報告
7.課外閱讀
（二）	培養學生具備創新學習之評量方法:
2.實作評量﹙含口頭、書面報告、實習、表現評量﹚
3.其他表現

（一）	培養學生具備團隊合作之教學活動:
1.課堂討論（含個案討論）
2.書面報告、作業、作品、實驗
3.學生口頭報告
7.課外閱讀
（二）	培養學生具備團隊合作之評量方法:
2.實作評量﹙含口頭、書面報告、實習、表現評量﹚
3.其他表現

（一）	培養學生具備具有國際視野之教學活動:
1.課堂討論（含個案討論）
2.書面報告、作業、作品、實驗
3.學生口頭報告
7.課外閱讀
（二）	培養學生具備具有國際視野之評量方法:
2.實作評量﹙含口頭、書面報告、實習、表現評量﹚
3.其他表現

◎請同學們遵守智慧財產權及不得不法影印。
Course participants should respect intellectual property rights. Illegal copying of copyrighted course materials is strictly prohibited.
◎請任課教師在教學過程中適當引導學生使用正版教科書，並適時提醒或制止學生使用非法影印教科書，或通報學校予以輔導。
Instructors should ensure that students purchase licensed textbooks and preventstudents from using illegally copied texts.

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