RAPID: Learning in the Making: Leveraging Technologies for Impact

RAPID：在制作中学习：利用技术产生影响

• 批准号: 1418824
• 负责人: Erica Halverson
• 金额: $ 15.73万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-02-15 至 2016-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1418824&HistoricalAwards=false
• 关键词: RAPID; Learning; Making; Leveraging; Technologies

The practices of critique and portfolio creation are crucial to successful learning from design and making. Critique involves carefully describing the properties of one's work, analyzing how the properties function together, envisioning other possible approaches and solutions, evaluating what has been done and which next steps to take, and communicating these ideas to an audience. Critique practices allow a learner to build a series of successive mental representations that include both technical expertise and content understanding. These representations, in turn, allow learners to develop meta-representational competence -- the ability to know when to invoke representational tools to solve a given problem at a given time. In this Cyberlearning and Future Learning Technologies RAPID project, the PIs are developing, testing, and disseminating an on-line critique and portfolio tool to foster learning among young people participating in maker spaces and studying the effects of such support on participants' learning. They are adapting existing critique and portfolio tools that have been used in more formal learning environments for use in maker spaces and by middle school and high school age learners. RAPID funding is allowing the PIs to refine the tools for use by youngsters in maker spaces in time for some 300 mentors to integrate use of the software into between 100 and 200 maker spaces during Summer, 2014. Analysis of participants' learning during Summer, 2014, will both add to our understanding of how to support learning while designing and making and will inform subsequent refinement of the critique and portfolio tools.While much of the current literature on learning through making has focused on the engineering aspects of making, the PIs argue that successful making sits at the intersection of the arts, engineering, and entrepreneurship, and that the most successful and engaged learners will be those who are given access to all three of these fields together and to experts who can help them practice designing, making, and reflection in the ways they are done by experts. It is generally difficult for maker spaces to have the necessary expertise to foster such practices available on site all the time. The PIs are developing cyber-enabled solutions to both challenges simultaneously: to engage young makers in meaningful critique practices and to give them access to experts and expert practices without requiring face-to-face contact. The proposed project is making these solutions easily exportable to informal learning environments across the United States that are bringing a learning-through-making approach to their work with young people.

批评和作品集创建的实践对于成功学习设计和制作至关重要。批评包括仔细描述一个人的作品的属性，分析这些属性如何共同发挥作用，设想其他可能的方法和解决方案，评估已经完成的工作以及下一步要采取的步骤，并将这些想法传达给观众。批判实践允许学习者建立一系列连续的心理表征，其中包括技术专业知识和内容理解。这些表征反过来又使学习者能够发展元表征能力——知道在给定时间何时调用表征工具来解决给定问题的能力。在这个网络学习和未来学习技术 RAPID 项目中，PI 正在开发、测试和传播在线评论和组合工具，以促进参与创客空间的年轻人的学习，并研究这种支持对参与者学习的影响。他们正在调整现有的批评和作品集工具，这些工具已在更正式的学习环境中使用，以供创客空间以及初中和高中年龄的学习者使用。 RAPID 资金使 PI 能够及时完善供年轻人在创客空间中使用的工具，以便大约 300 名导师能够在 2014 年夏季将软件的使用整合到 100 到 200 个创客空间中。 2014 年夏季参与者学习情况分析，都将增加我们对如何在设计和制作时支持学习的理解，并将为随后的批评和组合工具的完善提供信息。虽然当前许多关于通过制作进行学习的文献已经PI 专注于制作的工程方面，认为成功的制作位于艺术、工程和创业精神的交叉点，最成功和最投入的学习者将是那些能够同时接触所有这三个领域并向专家求助，他们可以帮助他们按照专家的方式练习设计、制作和反思。创客空间通常很难拥有必要的专业知识来促进现场始终可用的此类实践。 PI 正在开发基于网络的解决方案，同时应对这两个挑战：让年轻创客参与有意义的批评实践，并让他们无需面对面接触即可接触专家和专家实践。拟议的项目使这些解决方案可以轻松地输出到美国各地的非正式学习环境，这些环境为年轻人的工作带来了“边做边学”的方法。