本文是一個產業催熟的故事，記錄一個台灣原創的數位內容產業創新的過程。 在2002年至2006年之間，階梯數位科技公司快速催熟數位學習產品，也快速催熟數位學習市場。個案故事展現的是：在新的產業（數位內容）、新的市場(網路化與大中國市場興起)的環境下，帶著台灣中小企業彈性靈活、勇於冒險性格，也敢於做大夢的創業精神(要做華人的全球品牌)，催生了階梯的事業創新模式，也因而浮現了「催熟」的特殊創新動態過程。 在催熟過程中浮現了從創業精神、機會辦識、定位、資源運用、策略選擇，到創造價值的創新脈絡，而這些脈絡，可以從階梯公司之前近三十年的創業歷程中，找到一脈相承卻又有所不同的創新基礎。階梯個案在很短的時間內，創造了數位內容產業創新高峰，階梯ladder100.com線上課程創造了龐大產值，大幅縮短了從機會辦識到價值創造的進程，其中催熟的關鍵是內外部資源的靈活運用，但也因資源管理的問題，導致催熟失控，付出昂貴代價。階梯個案ladder100.com創業浮現過程，也是數位產業發展一堂寳貴的課。 階梯在數位學習產業發展的階梯數位學習產業創新「催熟」，以及催熟第四年的創業危機，整個過程可看到的，不但是台灣數位學習產業、數位內容產業的創業個案經驗，同時，台灣知識型產業的機會與挑戰，也在此浮現。 關鍵字：數位內容 線上課程 創新產業 催熟 / This article is a story of ripened industry, keeping track of innovative process of the digital content industry originated from Taiwan. During 2002 to 2006, the ladder digital company were rapidly ripening e-learning products as well as e-learning market. This individual case revealed: under a circumstance of new industry (digital content) and new market (the global network and the rise of Pan-China market), together with the flexible and agile characteristics, Taiwan small and medium enterprises were braved in adventure and dared to have a stunning dream of creating the Chinese’s global brand; with such a ventured spirit, it hastened an innovative model of ladder’s business, so emerged the ripening of the newly and particularly dynamic process. In the ripening process, it emerged from the creative spirit, opportunity identification, orientation, resource application, and strategy option to the new valued innovation contexts, from which the innovative foundation that came down in one continuous line, but also in a different way, can be found from the creative course about thirty years prior to the ladder digital company. Within a very short time, ladder’s individual case had created a high peak of digital content business. The ladder 100.com e-learning course created a massive yield, and substantially shortens the process from opportunity identification to value creation, during which the ripening key point consists in nimble used of internal and external resources. Because of the issue of resource management, therefore, it resulted in the ripening out of control, so as to pay out an expensive cost. In the process of creative emergence of the ladder100.com, it became a precious lessen for the development of digital industry. The ladder digital company created the “hastened the ripening” in the e-learning industry and development, and ripens the 4th year creation crisis. In the whole process, what we may see is not only Taiwan’s e-learning industry and digital-content industry, but also the opportunity and challenge of Taiwan’s knowledge-based industry. Key Words: Digital Content; E-learning Course; Innovation Industry; Ripening

MOOCs實現了高等教育的跨國性、大量性與開放性，成功將世界各地的學習者、教學者與相關機構帶進全球網絡，為全球知識與傳播提供一個全新的平台。這場由世界頂尖大學所引發的MOOCs風暴，短時間內便席捲全球，在高等教育界掀起一陣波瀾。《紐約時報》甚至將MOOCs形容成一場「校園海嘯」，以迅雷不及掩耳的速度，衝擊高等教育的百年現場。 然而，究竟這場MOOCs風暴是如何一路延燒到世界各地？不同階段的影響因素又有何不同？為了釐清這些問題，本研究利用複雜理論「系統性」與「動態性」的觀點，探討MOOCs創新擴散之動態歷程，分析相關因素如何影響各個階段的歷程演變，以及因素之間互動後所產生的回饋關係。 本研究採用歷史研究法，並參考王美雅（2005）的創新擴散之動態模型，做為研究架構之基礎，探討MOOCs各階段擴散歷程之初始狀態、演化與正向回饋效果以及自我組織的現象。 研究結果發現，MOOCs的擴散事實上是一個自我組織的過程。在MOOCs擴散過程中，以「創新者的網路位置」與「理解創新的難易程度」兩項變數的影響尤其顯著。而各項變數之間不僅擁有正向回饋效果，亦存在著負向回饋效果，進而影響MOOCs的擴散與演化。 / MOOCs successfully brought global students, educators, and related organization into a global network, forming a platform for global diffusion of knowledge. Started by top universities around the globe, MOOCs’ forces have swept around the globe in a short amount of time, creating ripples in the higher education web. The New York Times describes MOOCs as a “Campus Tsunami,” sweeping through the sectors of higher education. How did this “Campus Tsunami” sweep around the globe? What are the factors that affect its dynamic diffusion process? In order to clarify these questions, this study employs the systematic and dynamic point of view of the complex theory to analyze how the factors influence each of MOOCs diffusion stages and what effects the factors create after interaction. This study employs the historical study method and Mei Ya, Wang’s (2005) dynamic innovation diffusion model as the fundamental structure to explore the initial conditions, evolution and positive reinforcements, and self-organization of each diffusion stage. The results demonstrate that MOOCs’ diffusion is based on self-organization. Within the seven factors, innovator networks and the difficulties in understanding innovation are the foremost influential factors. During MOOCs diffusion stages, the different factors interact with each other, producing both positive reinforcements and negative reinforcements, thus influencing MOOCs continuous diffusion and development.