The Living Curriculum Project

9720423 Gomez The Living Course Project(LCP)旨在解决当地学校社区实施改革带来的问题。特别是，它回应了执行问题。改革者已经认识到，课程改革是“脆弱的”，他们被解释为僵化的处方，因此在地方环境下实施时很可能会被打破。脆性源于错误的设计模式，该模式认为，一旦设计正确，教师就可以原封不动地采用创新。LCP的目标是使灵活的课程经得起考验，并通过当地适应的过程得到改进。课程的内容是在成长和适应的基础上形成的。学校社区不会简单地在LCP中“实施”课程，他们将与材料互动，根据背景进行更改，将这些更改记录下来供其他人使用，并将自己的内容贡献给不断发展的课程数据库。LCP旨在通过制定、修改和重新设计课程材料，让学校社区参与关于实践的反思性学习和分享。我们将从美国国家科学基金会资助的科维斯项目开发的四门以改革为导向的、基于互联网的科学课程开始，并为我们的研究和开发开发两个新的单元，涉及“生活课程”的概念。关于最不发达国家方案的工作将首先审查当地制定改革课程的能力，例如科维斯项目的课程。我们首先认为，地方实施改革的能力是学校社区作为一个学习型组织的能力的一种功能。改革就是学习，因为改革的核心是变革，变革的核心是学习。因此，我们关于LCP的初步工作的目标将是了解学校社区如何建设改革能力。然后，基于这一理解，我们将设计一个信息体系结构，将课程作为他们可以反思和学习的人工制品呈现给学校社区。我们的结论是，课程应该作为通过制定、反思和改编而学习的机会提交给学校社区。通过这一过程，学校社区可以了解改革并建立适合当地需要的做法。我们认为，通过课程制定学习的一个关键资源是设计推理--有效地沟通课程设计的基本原理。LCP将强调使学校社区清楚地了解课程设计的基本原理。我们推测，设计理念将为学校社区提供可供反思的内容，并使他们能够为当地使用发展一种生成性的视角。在制定课程时，他们将有机会反思、讨论和了解课程的设计理念。这样的理解应该有助于学校社区以有用的方式调整课程。如果他们理解设计的原则，他们以符合设计精神的方式调整课程的能力将得到提高。在理解能力建设和纳入设计理念的基础上，我们将创建学习社区知识资源(LCKR)；这是一个技术基础设施，可以围绕它建立活的课程，学校社区可以通过它来反映、学习和共同建设当地的实践。LCKR是一个以最终用户的任务模型为索引的多媒体信息课程媒体库。教师可以围绕课堂教学资源集合与它互动，而管理员与它互动以学习如何评估基于项目的课堂教学实践，家长与它互动以了解他们的学生在学校做了什么。该委员会应为学校社区中的各种成员提供一个互动和反映实践的空间。为研究和开发能力框架所描述的路径，以及通过学习和知识资源向学校社区提供的具有易于获取的设计理念的灵活课程，将使我们能够制作出真正富有创造力的生活课程。生活课程将被灵活地设计，以帮助学校社区成为课堂实践的共同设计者。它们将在不同的背景下通过立法来适应和成长。

9720423 Gomez The Living Curriculum Project (LCP) seeks to address the problems posed by the enactment of reform in local school communities. In particular, it responds to the problem of implementation. Reformers have recognized that curricular innovations are "brittle" they are interpreted as rigid prescriptions, and are thus likely to break when implemented in local contexts. Brittleness arises from a faulty design model which holds that once designed correctly, innovations can be adopted by teachers as-is . The goal of LCP is to make flexible curricula which stand up to indeed are improved by the process of local adaptation. The contents of the curriculum are living in that they are subject to growth and adaptation. School communities will not simply "implement" the curriculum in LCP, they will interact with materials, change them to fit context, document those changes for others' uses, and contribute their own content to the evolving curriculum database. LCP seeks to engage school communities in reflective learning and sharing about practice through the enactment, adaptation, and redesign of curricular materials. We will begin with four reform-oriented, Internet-based science curricula developed by the NSF-funded CoVis Project and develop two new units for our research and development concerning the "living curriculum" concept. Work on LCP will begin with an examination of local capacity to enact reform curricula such as those of the CoVis Project. We begin with the view that local capacity to enact reform is a function of a school community's ability to act as a learning organization. To reform is to learn, for at the heart of reform lies change, and at the heart of change lies learning. The goal of our initial work on LCP will thus be to understand how school communities build capacity for reform. Then, based on that understanding, we will design an information architecture which presents curricula to school communities as artifacts around which they can reflect and learn. Our conj ecture is that curricula should be presented to school communities as opportunities to learn through enactment, reflection, and adaptation. Through this process school communities can learn about the reform and build practice suited to their local needs. We believe that a key resource for learning through curriculum enactment is design ratior~ effective communication of the rationale that underlies a curriculum's design. LCP will emphasize making the design rationale of curriculum apparent to school communities. We conjecture that design rationale will provide school communities with substance around which to reflect, and enable them to develop a generative perspective for local use. As they enact curriculum, they will be provided with opportunity to reflect upon, discuss and learn about the design rationale of the curriculum. Such understanding should help school communities to tailor curricula in useful ways. If they understand the principles of the design, their ability to adapt the curricula in ways consistent with the spirit of that design will be enhanced. Built on an understanding of capacity building and incorporating design rationale, we will create the Learning Communities Knowledge Resource (LCKR); a technological infrastructure around which living curricula can be built and through which school communities can reflect, learn, and co-construct local practice. LCKR is a curriculum media-base of multimedia information indexed around task models of end users. Teachers might interact with it around the collection of resources for classroom instruction, while administrators interact with it to learning how to evaluate teaching practice in project-based classrooms, and parents interact with it to understand what their students do in school. The LCKR should provide a space for the range of constituents in school communities to interact and reflect practice. The path described for the research and development of the capacity framework, as well as flexible curricula with readily accessible design rationale provided to school communities through LCKR will enable us to produce truly generative living curricula. Living curricula will be flexibly designed to help school communities become co-designers of classroom practice. They will adapt and grow through enactment in variable contexts.