Collaborative Research: A Disciplinary Commons in Computing Education

计算机科学(31)这个合作项目建立了一个公共学科：来自一个地理区域内不同机构的一群教育工作者，他们教授相同的计算机课程。这些教师以以前在英国和美国小规模试行的模式为基础，在一年多的时间里定期会面。此外，每个老师都准备了一个详细的档案袋，描述他们自己的课程教学，相互批评对方的档案袋，并参观对方的教室。这种批判性的自我审查和同行评议的结合帮助他们理解自己的教学，确定需要创新和改变的地方，分享有效的东西，向他人借鉴，并在广泛的可能性的背景下看待自己的教学。最后，这个项目还有第三个更大的目标：通过建立一个严格的、同行评议的论坛来描述教学时所做的事情，在计算机教育中建立一种新的教学学术。知识的价值在于，公地通过两种方式促进了计算机教育中的知识和理解。首先，它以多个评估的文件夹的形式在计算学科的特定子领域内产生示范材料。其次，它建立了一个反思(和交流)实践者的社区，他们的互动导致了学科教与学的改进；更广泛地说，这些社区促进了教学学术，包括对教材和方法的公开评估和审查。更广泛的影响是，随着参与者将反思和合作的做法带回自己的机构，它在大量不同的背景下促进了当地的变化。参与者成为一个区域社区的一部分，对为不同学生群体服务的各种其他机构的教室里的教和学有深刻的了解，给他们提供了很少有教育工作者获得的视角。这些社区成员(以及其他被引入的社区)之间的合作具有在区域和国家范围内进行创新的潜力。

Computer Science (31)This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope.