IIS-ALT: Collaborative Case Studies in Problem-Based Learning for CISE

最近在计算机和信息科学与工程(CEISE)课程和教育基础设施方面的创新侧重于密切模仿CEISE专业人员工作的协作团体项目。学生被要求确定需要学习什么来解决问题，组织解决过程，创造性地应用知识，并反思他们做了什么和学到了什么。现实的学习活动和材料对学生具有内在的激励作用，因为它们不断提醒学习者在课堂之外的世界中有意义地应用知识和技能的可能性。此外，与他人一起学习自然会让学生在使用知识和技能来描述、解释、倾听、谈判和口译的背景下参与其中。专业督学将会探讨以个案为本的协作式学习在课程中的技术可行性和教学成效。实际系统开发项目的案例研究将CEISE课程内容置于生动的环境中，以吸引学生，他们中的许多人将系统开发视为潜在的职业。我们的研究假设是，学生能够在他们的学习环境中直接合作阅读和注释，理解和讨论，应用和阐述，分析和报告案例研究，无论他们是面对面的还是分开的，这都是激励和有效的。评估这一研究假设需要在基于案例的学习和协作系统技术方面进行创新。研究人员将研究案例研究信息结构的新设计，基于问题的案例研究活动，以及衡量协作性案例学习结果的评估技术。他们还将开发和研究团队与基于案例的内容协作的新方法，方法是在涉及一系列重要的同步和异步工作会议的小组项目中提高活动意识，并支持最终用户配置、注释和创作。尽管案例研究资源被广泛使用，并经常通过互联网分发，但还没有人研究计算机对这种基于案例的综合协作学习活动的支持。这个研究小组在案例教学法和协作系统技术方面都有经验。

Recent innovations in CISE (computer and information science and engineering) curricula and educational infrastructures have focused on collaborative group projects that closely model the work of CISE professionals. Students are asked to identify what needs to learned to solve a problem, to organize a solution process, applying knowledge creatively, and to reflect on what they did and what they learned. Realistic learning activities and materials are intrinsically motivating to students because they constantly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. Moreover, learning with others naturally allows students to engage knowledge and skill in the context of using it to describe, explain, listen, negotiate, and interpret. The PIs will investigate the technological feasibility and pedagogical effectiveness of collaborative case-based learning in the CISE curriculum. Case studies of actual system development projects put CISE course content into vivid contexts that engage students, many of whom see system development as a potential career. Our research hypothesis is that it is motivating and effective for students to be able to collaboratively read and annotate, understand and discuss, apply and elaborate, analyze and report on case studies directly in their learning environment whether they are face-to-face or apart. Assessing this research hypothesis requires innovations in both case-based learning and collaborative systems technology. The researchers will investigate new designs for case study information structures, for problem-based case study activities, and for assessment techniques to measure collaborative case based learning outcomes. They will also develop and investigate new approaches for teams to collaborate with case-based content by enhancing activity awareness in group projects involving a significant series of synchronous and asynchronous work sessions and by supporting end-user configuration, annotation and authoring. Although case study resources are widely used, and frequently distributed via the Internet, no one has yet investigated computer support for such integrated collaborative case-based learning activities. This research group has experience in both case-based pedagogy and in collaborative systems technology.