跨領域T型人才的培育和翻轉教學是近年在教育領域的流行話題，也是教育部積極推動且樂觀其成的教學創新教學模式。本研究是將資訊工程學系的「資訊系統開發」課程，提升為「跨領域創新創意資訊系統開發」，因此招募資訊工程學系、數位媒體設計學系和觀光事業學系等三系師生，共同合開此課程，主要開發的系統是以觀光領域所需的專案。因此以「專題導向學習」為基礎，結合三系老師共同研議課程規劃、課程內容和教學活動設計。在創新創意理念下，須結合觀光領域業師和UI (User Interface)及UX (User Experience)專業達人的融入教學，並考慮結合開放資料(Open Data)於觀光系統開發，有利於檢視學生的創新和創意表現，教學過程會實施2 階段的問卷調查，經由SPSS 處理分析，除檢視學生每階段的看法與課程修訂外，透過信度效度檢測也可驗證此教學實踐研究計畫的學習成效，(一)流暢性(Fluency) 前後測相減 (t-test= -5.138;p<0.001)、(二)獨創性(Originality) 前後測相減(t-test=-5.956; p<0.001)、(三)精密性(Thoroughness) 前後測相減(t-test =-5.171; p<0.001)、(四)變通性(Flexibility) 前後測相減(t-test =-6.227; p<0.001)。綜上所述，在檢驗創造力常模基礎表現下，本研究之創造力教育導入有其成效，使學生在學習後創造力增加，特別在其創造流暢性、獨特性、精密性與變通性的表現都有顯著進步。

The across field of T-type talents Cultivation and flip teaching are popular issues in education in recent years. It is an innovative model of teaching that is also actively promoted and optimistically developed in each school by the Ministry of Education. This practice teaching research project is intended for the "Information Systems Development" course of the Department of Information Engineering. Upgrade to " Across fields to develop of an innovative and creative information system." Therefore, it is planned to recruit three faculty members jointly open this course, including Information Engineering, Digital Media Design and Tourism Department. The main development approach is the project based on the field of tourism. Therefore, on the basis of "Project-based-learning" and in combination with teachers of three departments, planning and design of the curriculum plan, curriculum contents and teaching activities. Under the concept of innovation and creativity, we must integrate the teaching of tourism industry practitioners and UI (User Interface) and UX (User Experience) professionals into system design and also required conjunction with Open Data in their tourism systems. It is good for examining student's innovation and creative performance. During the teaching process, a three-stage questionnaire will be conducted. Through SPSS analysis, in addition to examining students' perceptions in order to revise curriculum at each stage, the learning performance of this teaching practice research project can also be verified through reliability and validity testing. The different between pre-test and post-test for (1) Fluency :(t-test= -5.138; p<.001); (2) Originality: (t-test=-5.956; p<.001); (3)Thoroughness:(t-test =-5.171; p<.001); (4) Flexibility: (t-test =-6.227; p<.001)。In summary, under the test of the basic model of creativity, the introduction of creativity education in this study has its effect, which makes students increase their creativity after learning, especially in their creation on fluency, originality, thoroughness and flexibility. The performance has made significant progress.