DIP: Community knowledge construction in the instrumented classroom

DIP：仪器化课堂中的社区知识构建

• 批准号: 1324977
• 负责人: Thomas Moher
• 金额: $ 123.61万
• 依托单位: University of Illinois at Chicago
• 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: 2013-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1324977&HistoricalAwards=false
• 关键词: DIP; Community; knowledge; construction; instrumented

In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are addressing challenges of knowledge community pedagogy, where students are given a high level of agency and responsibility for developing questions, exchanging and critiquing ideas with peers, and advancing collective understanding. The project addresses four main challenges in supporting such pedagogy: (1) making student ideas visible and accessible, (2) supporting discourse and knowledge building with digital posters and other summative representations, (3) scaffolding complex collaborative inquiry through technology, and (4) supporting a sense of collective epistemology. Knowledge building is well researched from a conceptual perspective; until now, however, there has not been a concerted effort to develop technological infrastructure that would support its pedagogy well. In a series of design-oriented studies, researchers are working together with veteran teachers to co-design elementary biology curriculum that takes a knowledge community approach, develop the suite of tools, and carry out research investigating ways of sustaining a knowledge community pedagogy over long periods of time.Scholars have argued that the demands of a "knowledge society" require new models of collaborative and inquiry-oriented learning that engage learners in sustained investigations and promote agency and autonomy. Several sophisticated pedagogical approaches have been developed to achieve these goals, but up until now, the technological infrastructure for supporting teachers and students in such approaches has not been at the same level of sophistication as the pedagogical approaches themselves. This proposal aims to narrow that gap through design of a suite of hardware and software tools that supports representing personal and collective knowledge in both private and public forms, tangible and embodied interactions as well as verbal interactions, and the orchestration of activities. The aims are to support student work and meta-cognition, provide to teachers the supports they need to carry out the pedagogies, and to examine the interactions between teacher, students, technology, and pedagogy that lead to sustained agency and community engagement among learners.

在这个网络学习中：转型教育倾角（发展和实施）项目，PIS正在应对知识社区教学法的挑战，在这些挑战中，学生将为学生提供高水平的代理和责任，以开发问题，与同龄人交流和批评思想，并促进集体理解。该项目应对支持这种教育学的四个主要挑战：（1）使学生的想法可见且易于访问，（2）通过数字海报和其他总结性代表来支持话语和知识构建，（3）通过技术通过技术进行复杂的协作询问，（4）支持集体认识的感觉。 从概念的角度研究了知识建设。但是，到目前为止，还没有一致努力开发技术基础设施，可以很好地支持其教学法。在一系列面向设计的研究中，研究人员正在与资深教师一起合作，共同设计基本生物学课程，采用知识社区的方法，开发工具套件，并进行研究，并进行研究调查如何维持知识社区教学的方法，以期在长时间内进行知识社区的教学法，这是sheScholars在知识中的要求和询问的新模型，并宣布了一个新的研究，并宣传了一项学习和询问的要求。自治。已经开发了几种精致的教学方法来实现这些目标，但是到目前为止，以这种方法为教师和学生提供支持的技术基础设施并没有像教学方法本身一样精致。该建议旨在通过设计一套硬件和软件工具来缩小差距，这些硬件和软件工具支持代表私人和公共形式，有形和体现的互动以及言语互动以及活动编排的个人和集体知识。目的是支持学生的工作和元认知，向教师提供他们进行教学的所需的支持，并研究教师，学生，技术和教学法之间的互动，从而导致学习者之间持续的代理和社区参与。