SBIR Phase II: Interactive Tools for Active Learning (ITAL)

这个小型企业创新研究(SBIR)第二阶段项目ITAL-2(主动学习的交互工具)将为传统的学术科学、数学和教育技术(SMET)教育和企业培训开发全面的电子学习解决方案。该项目的产品，‘主动学习套件’(ALS)，是一个高度互动的在线学习内容交付和管理系统。它包括一个活动的外壳，模拟和虚拟实验互动课程，一个问题解决导师，一个脚本化的教师代理，一个评估系统，创作工具，等等。肌萎缩侧索硬化症使用现实生活中的物体和情况，如与家庭、电信和体育有关的物体和情况，作为科学调查的背景。沉浸在这些充斥着适当对象集的背景中，使学习者能够发现科学理论及其在技术中的实际应用之间的联系。创作工具帮助教师轻松地从不同的教育资源和WWW中组装一个单一的电子学习环境。ALS既可以促进基于问题的学习，也可以促进更传统的学习策略。它可以在校园或配备独立计算机或本地网络的学校、家庭(自学)、企业环境中使用，或通过内联网和互联网进行远程学习。主动学习套件(ALS)提供各种各样的课程，可以针对不同的受众进行设计：(1)注册科学、技术和工程项目的两年制大学生；(2)非科学专业的学生；(3)参加科学和技术课程的高中生；以及(4)电信公司的教师和技术人员。让学生或技术人员沉浸在实际问题中的方法在促进对科学的理解方面具有巨大的潜力。

This Small Business Innovation Research (SBIR) Phase II project, ITAL-2 (Interactive Tools for Active Learning) will develop comprehensive e-Learning solution for conventional academic Science, Mathematics, and Educational Technology (SMET) education and for corporate training. The project product, 'Active Learning Suites' (ALS), is a highly interactive online learning content delivery and management system. It includes an Active Shell, Simulations and Virtual Experiments interactive lessons, a Problem Solving Tutor, a scriptable Instructor's Agent, an Assessment system, Authoring tools, and more. ALS uses real-life objects and situations, such as those related to home, telecommunications and sports, as the context for science investigations. Immersion in these contexts that are populated with appropriate sets of objects enables learners to discover the connections between the scientific theory and its practical applications in technology. Authoring tools helps instructors to easily assemble a single e-learning environment from heterogeneous educational resources and the WWW. ALS can facilitate both problem-based learning and more conventional learning strategies. It can be used on a campus or in a school equipped with either stand-alone computers or a local network, at home (self-learning), in a corporate setting, or via distance learning over the Intranet and Internet. Active Learning Suites (ALS) offer a wide variety of lessons that can be designed to address many different audiences: (1) two-year college students enrolled in science, technology and engineering programs; (2) non-science majors; (3) high school students taking science and technology courses; and (4) instructors and technicians of telecommunications companies. The approach of immersing students or technicians in practical problems has great potential for facilitating understanding of science.