Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community
Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community
复制标题
技术增强的基于项目的学习：研究生在校园和社区进行研究和推广的平台
DOI：
10.1177/0075424218783447
复制
发表时间：
2018
影响因子：
0.8
通讯作者：
Christine Mallinson
中科院分区：
文献类型：
--
作者：
Christine Mallinson
语言学家能够很好地开展社区参与工作，不仅作为个人学者，而且通过我们的教学，以特别吸引和有益于代表性不足的学生的方式。我描述了我在马里兰州，巴尔的摩县（UMBC），在语言，识字和文化的跨学科博士课程的工作，那里的毕业生人口由大量的代表性不足和非传统的研究生。我们的许多学生在K-12竞技场工作，在当地大学和社区大学校园，在政府组织和非营利组织;因此，他们往往渴望从事学术工作，促进社会正义，并寻求解决他们在个人和职业生活中面临的社会不平等。为此，我讨论了我的博士社会语言学研讨会，“语言在不同的学校和社区”（LiDSC），旨在作为一个发射台，研究生开展项目，提高认识的语言问题在更广泛的公众，一般和高等教育，也从事学生直接的学术研究。学生在LiDSC，结构遵循基于项目的学习（PBL）的原则，被引导从事积极的，基于探究的学习，往往导致有形的，应用的产品。在这门课的两次迭代中，我和我的学生根据关于语言变异的原始研究制作了四个播客，并制作了一个短片，突出了校园里的语言多样性。通过这些项目，学生们直接了解了社会语言学数据收集的过程，从研究设计和道德考虑到选择适当的方法和向更广泛的受众传播研究结果。此外，通过将技术的使用融入PBL体验，学生们制作了吸引公众的可共享产品，从而成为提高学术界内外对语言变异认识的有效手段。
Linguists are well positioned to carry out community engagement work, not only as individual scholars but also through our teaching, in ways that can be particularly appealing to and beneficial for underrepresented students. I describe my work in the interdisciplinary PhD program in Language, Literacy & Culture at the University of Maryland, Baltimore County (UMBC), where the graduate population consists of substantial numbers of underrepresented and nontraditional graduate students. Many of our students work in the K-12 arena, on local college and community college campuses, in government organizations, and in nonprofits; as a result, they are often eager to engage in academic work that promotes social justice and seeks to address the social inequalities they confront in their personal and professional lives. To that end, I discuss how my doctoral sociolinguistics seminar, “Language in Diverse Schools and Communities” (LiDSC), is designed as a launch pad for graduate students to carry out projects that raise awareness of linguistic issues among the broader public, in general and in higher education, that also engage students in direct academic research. Students in LiDSC, structured to follow the principles of Project-Based Learning (PBL), are guided to engage in active, inquiry-based learning that often results in tangible, applied products. In two iterations of the course, my students and I produced four podcasts based on original research about language variation and a short film that highlighted linguistic diversity on campus. Through these projects, students learned firsthand the processes of sociolinguistic data collection, from research design and ethical considerations to selecting appropriate methods and communicating findings to broader audiences. In addition, by integrating the use of technology into the PBL experience, students produced shareable products that appeal to the public and thereby serve as an effective means for raising awareness of language variation, both inside and outside of academia.