INDP: Inquiry Hub

INDP：查询中心

• 批准号: 1147590
• 负责人: Tamara Sumner
• 金额: $ 152.05万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1147590&HistoricalAwards=false
• 关键词: INDP; Inquiry; Hub

The "Inquiry Hub" project brings together a partnership of educational researchers, computer scientists, school district leaders, curriculum developers, interactive resource providers, and multiple publishers of STEM curricula to undertake a systemic approach to learner-centered teaching that promotes adaptability and responsiveness to the differing needs of diverse learners. The partnership integrates several prominent technology and curriculum innovations resulting from prior NSF support, which are being deployed in iterative cycles of user-driven, design-based implementation research. Formative data such as usage logs, surveys, interviews, and classroom observations are informing successive versions of this work; and a longitudinal analysis utilizing hierarchical linear modeling is being used to evaluate impact on teacher practice and student learning. The project has three primary outputs: i) a content platform to make rigorous, learner-centered curriculum resources more widely accessible to students, teachers, and districts; ii) innovative software adaptation services, coupled with targeted professional development, to significantly improve teachers' ability to customize their teaching with learner-centered curricula so as to better meet the needs of diverse learners; and iii) a network of partner organizations and businesses to provide the social platform necessary for scaling and sustaining the project's activities. The intellectual merit of this project lies in its demonstration of a model for employing digital curricula and cyberlearning services to bring about improvements to teaching and learning at scale. In particular, it is advancing theory and practical knowledge in three areas: i) the state- of-the-art in computational infrastructures to support an efficient way to offer customized views of content, ii) learning science theory to study how innovative cyberlearning services enable teachers to make effective adaptations to learning resources so as to meet the needs of diverse learners, and iii) understanding of the social structures and collaboration processes needed to scale and sustain research-based, cyberlearning innovations that involve multiple institutional actors. The project's broader impacts are being felt through its development of a new organizational and business model for bringing research-based, digital curriculum and software services to market. Furthermore, testing the implementation of this project in a large, diverse urban district is demonstrating its viability as a cost-effective mechanism for bringing learner-centered teaching and curriculum to scale in a way that leads to improved learning for all.

“查询枢纽”项目汇集了教育研究人员，计算机科学家，学区领导者，课程开发人员，互动资源提供者以及STEM课程的多个出版商的合作伙伴关系，以实现以学习者为中心的教学方法，以促进对不同学习者不同需求的适应性和响应性。该合作伙伴关系整合了由先前的NSF支持产生的几项著名技术和课程创新，这些技术正在部署在基于用户驱动的，基于设计的实施研究的迭代周期中。诸如使用日志，调查，访谈和课堂观察等形成性数据正在为这项工作的连续版本提供信息；利用层次线性建模的纵向分析正在用于评估对教师实践和学生学习的影响。该项目具有三个主要成果：i）一个内容平台，以使学生，老师和地区更广泛地使以学习者为中心的课程资源更广泛地访问； ii）创新的软件适应服务，再加上有针对性的专业发展，以显着提高教师使用以学习者为中心的课程定制教学的能力，从而更好地满足不同的学习者的需求； iii）合作伙伴组织和企业网络，以提供扩展和维持项目活动所需的社交平台。该项目的智力优点在于它展示了采用数字课程和网络学习服务的模型，从而对教学进行了大规模的改进。特别是，它正在提高三个领域的理论和实践知识：i）计算基础架构中的状态，以支持一种有效的方式提供内容自定义观点的方法，ii）学习科学理论，以研究创新的网络学习服务使教师如何能够制定有效的学习资源，以满足各种各样的学习和范围的社交结构，并了解社交结构的需求，并了解社交结构的需求，以及III的范围，以及III，III和III，以及III，以及III，以及III，III，以及III，以及III，以及III，以及III，以及III的范围。这涉及多个机构参与者。通过开发新的组织和业务模型，将基于研究，数字课程和软件服务推向市场，即可感受到该项目的更广泛影响。此外，测试该项目在一个大型，多样化的城市地区的实施，正在证明其可行性是一种具有成本效益的机制，可将以学习者为中心的教学和课程进行扩展，从而改善所有人的学习。