UNCODE: Uncovering Hidden Cognitive Demands on Global Learners

UNCODE：揭示全球学习者隐藏的认知需求

基本信息

批准号：
1265953
负责人：
Kincho Law
金额：
$ 25.44万
依托单位：
Stanford University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2013
资助国家：
美国
起止时间：
2013-03-01 至 2016-02-29
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1265953&HistoricalAwards=false
关键词：
UNCODE Uncovering Hidden Cognitive Demands

项目摘要

The collaborative proposal will connect the researchers from Stanford with their colleagues in the Finnish Institute of Occupational Health and Aalto University, Finland to identify the stresses and cognitive demands that are placed on learners who are participating in multi-cultural and cross-disciplinary collaborations in a rich technology-enabled learning environment. The research will be situated in the Architecture, Engineering, Construction Global Teamwork course in the Problem Based Learning Laboratory at Stanford University that engages students in teamwork with partners worldwide. Multiple sources of data will be collected that examine a number of dimensions of student learning experiences including the number of disciplines embodied by the team structure, the number of cultures that influence the communication within the teams, the impact of space and time interactions and the multiple channels by which communication takes place among team members. Physiological data will be collected to identify indicators of stress, and ways that learners and instructions can monitor and self-regulate their well-being and engagement will be identified.In an increasingly global economy, the conditions under which teams will be required to work and learn together are increasingly diverse and require that virtual learning environments become more collaborative. This research has the potential to inform those who design virtual learning environments that engage individuals and teams from different cultural milieus whose interactions are separated by time and space. Ways to mitigate the stresses that occur across these separations that foster better communications across cultural differences will contribute to design elements for learning experiences in not only post-secondary courses, but also interactions in the global workspace.

该协作提案将把来自斯坦福大学的研究人员与芬兰职业健康研究所和芬兰阿尔托大学的同事联系起来，以确定参与多元文化和跨学科合作的学习者的压力和认知要求。该研究将位于斯坦福大学基于问题的学习实验室的建筑，工程，建筑全球团队工作课程，该课程与全球合作伙伴团队合作。将收集多种数据来源，以检查学生学习经验的许多维度，包括团队结构所体现的学科数量，影响团队内部交流的文化数量，空间和时间互动的影响以及团队成员之间进行沟通的多个渠道。将收集生理数据以确定压力的指标，以及学习者和指导可以监测和自我调节其福祉和参与度的方式。在越来越多的全球经济中，需要团队合作和学习的条件越来越多样化，并要求虚拟学习环境变得更加协作。这项研究有可能告知那些设计虚拟学习环境的人，这些虚拟学习环境与不同文化环境的个人和团队与他们的互动被时间和空间分开。减轻这些分离中发生的压力以促进跨文化差异的沟通的方式将有助于设计元素，不仅在大专课程中学习经验，而且还会在全球工作区中进行互动。