Crowdsourcing content creation in the classroom
Crowdsourcing content creation in the classroom
复制标题
课堂上的众包内容创作
DOI：
10.1007/s12528-015-9089-2
复制
发表时间：
2015
影响因子：
5.6
通讯作者：
Thomas T. Hills
中科院分区：
文献类型：
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作者：
Thomas T. Hills
众包技术的最新发展提供了一种设想学生参与课堂的新方式。本文描述了一种参与式行动研究方法，将众包内容创建与学生作为生产者模式相结合，利用学生的兴趣来驱动教育内容的识别和创建。本文首先描述了这种方法如何以认知心理学为基础，并与当代以学习者为中心的教育方法保持一致。然后提供了一个案例研究，详细说明了如何在本科心理学课程中实施有关说服和影响力的概念框架。描述了这种方法的两个具体应用，一个涉及发现的内容——学生识别、解释其研究基础，并归档他们在课堂外发现的名为“变革宣传”的公共博客中发现的有说服力的内容的例子——第二个涉及内容创建——学生制作自己的有说服力的信息，以促进他们选择的亲社会信息。该框架为以学习者为中心的教育提供了一种有前途的当代方法，并将教育的负担从弄清楚如何揭示学生所知道的和感兴趣的内容转变为帮助他们构建内容与他们自己对世界的先前理解之间的关系。
The recent growth in crowdsourcing technologies offers a new way of envisioning student involvement in the classroom. This article describes a participatory action research approach to combining crowdsourced content creation with the student as producer model, whereby students’ interests are used to drive the identification and creation of educational content. This article first describes how this approach is grounded in cognitive psychology and aligned with contemporary learner-centered approaches to education. A case study is then provided detailing how this conceptual framework was implemented in an undergraduate psychology course on persuasion and influence. Two specific applications of this approach are described, one involving found content—with students identifying, explaining the research basis for, and archiving examples of persuasive content, they discover outside the classroom, in a public blog entitled Propaganda for Change—and a second involving content creation—with students producing their own persuasive messages that promote pro-social messages of their choosing. This framework offers a promising contemporary approach to learner-centered education and shifts the burden of education from figuring out how to expose what students know and are interested in into helping them construct relationships between content and their own prior understanding of the world.