Multimedia Immersion Inspires STEM Learning

多媒体沉浸式激发 STEM 学习

• 批准号: 1720964
• 负责人: Robert Harari
• 金额: $ 45万
• 依托单位: Stevens Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2020-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1720964&HistoricalAwards=false
• 关键词: Multimedia; Immersion; Inspires; STEM; Learning

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The Multimedia Immersion (MI) project will develop, pilot, and evaluate a nine-week STEM-rich multimedia production course for high school students. MI will make important contributions to the field through its efforts to design and evaluate the promises and challenges of a nine-week multimedia curriculum in multiple urban high schools. The MI course will engage teams of students to develop a personally and socially relevant storyline that guides their use of accessible audio and video technologies to create a five-minute animated video. To develop student STEM experience and provide technical support, the project will provide guidance and learning experiences in engineering (e.g., criteria, constraints, optimization, tradeoffs), science (e.g. sound, light, energy, mechanics) and multimedia technologies (e.g., computer based audio production, video editing and visualizations through animatics (i.e., shooting a succession of storyboards with a soundtrack). Because the curriculum situates engineering and science learning in the context of multimedia production, there are natural synergies with several existing high school courses including engineering design, audio/video media production, and multimedia technology. Although these courses are typically electives in high school, developing a 5-minute animated short on a topic of interest may encourage girls and students from underrepresented groups to select this course over other electives. MI will impact 10 teachers and approximately 250 high school students per year. The project will result in the following resources: nine-week curricular unit (multimedia, science, engineering); assessments to monitor student learning of science, engineering and technology (design logs); and research on changes in student knowledge, interest). Project resources will be disseminated to teachers, researchers, and curriculum and professional development providers via conference presentations, publications, and online webinars. The MI project builds on student familiarity and interest in music, video and technology to promote an: (1) understanding of engineering design and physics and (2) an appreciation of the fundamental role of STEM in popular culture. Project evaluation will be conducted using student surveys and an examination of work products in conjunction with implementation challenges and successes to generate evidence for the feasibility and utility of a high school multimedia course that explicitly addresses science and engineering learning. Project evaluation will use student design logs as a window into student design processes and conceptual understanding. Student design logs are an essential feature of MI curriculum design. With an appropriate structure, these design logs can inform teaching, afford an opportunity for students to reflect on their own work, and provide evidence of student thinking and learning for assessment purposes. Using student design logs as a window into students' design process and conceptual understanding is an important contribution to the engineering education community which has few options for measuring student knowledge in ways that are consistent with the hands-on, iterative nature of the design process.

Discovery Research K-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具（RMTS）的研究和开发，以显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。多媒体浸入式项目（MI）项目将开发，试点和评估为高中生的九周富裕的多媒体生产课程。 MI将通过在多个城市高中设计和评估9周多媒体课程的承诺和挑战的努力来为该领域做出重要贡献。 MI课程将吸引学生团队开发个人和社会相关的故事情节，该故事情节指导他们使用可访问的音频和视频技术来创建五分钟的动画视频。为了发展学生STEM的经验并提供技术支持，该项目将提供工程（例如标准，约束，优化，优化，权衡），科学（例如，声音，光，光，能量，能量，力学）和多媒体技术（例如，基于计算机的音频生产，通过动画的视频编辑和shotition shoptim shoptim neckion neckion neckion neckion neflys，sopply of andimboys，在多媒体生产的背景下，有几个现有的高中课程在内项目将带来以下资源：为期九周的课程单元（多媒体，科学，工程）；评估以监视学生学习科学，工程和技术的学习（设计日志）；并研究学生知识的变化，兴趣）。项目资源将通过会议演讲，出版物和在线网络研讨会传播给教师，研究人员，课程和专业发展提供商。 MI项目以学生的熟悉程度和对音乐，视频和技术的兴趣为基础：（1）对工程设计和物理学的了解，以及（2）对STEM在流行文化中的基本作用的欣赏。项目评估将使用学生调查以及对实施挑战和成功进行检查，以为高中多媒体课程的可行性和实用性提供证据，以明确解决科学和工程学习。项目评估将使用学生设计日志作为学生设计过程和概念理解的窗口。学生设计日志是MI课程设计的重要特征。这些设计日志具有适当的结构，可以为教学提供信息，为学生提供反思自己的工作的机会，并提供学生思维和学习以进行评估的证据。使用学生设计日志作为学生的设计过程和概念理解的窗口，这是对工程教育社区的重要贡献，该社区几乎没有选择以与设计过程的动手实践，迭代性质相一致的方式来衡量学生知识。