SBIR Phase I: CyberCollage: A Collective Programming Environment for the Social Exploration of Computational Thinking through Games

SBIR 第一阶段：Cyber​​Collage：通过游戏进行计算思维社会探索的集体编程环境

• 批准号: 1014249
• 负责人: Alexander Repenning
• 金额: $ 15万
• 依托单位: AGENTSHEETS INC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-01 至 2010-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1014249&HistoricalAwards=false
• 关键词: SBIR; Phase; CyberCollage; Collective; Programming

This Small Business Innovation Research (SBIR) Phase I project seeks to build a system called CyberCollage as a cyberlearning tool to support computational thinking in STEM education at the middle school level. CyberCollage will enable the collective programming of educational games and computational science simulations through a social media approach that uniquely combines real-time synchronous collaboration with web-based multi end-user Programming. For example, multiple students would be able to work together on a Frogger game. While one student may be programming the frog a different student might be working on the turtles. Similarly, students can collaborate on computational science applications that explore questions such as 'can your frog live in my pond?' Both game design and computational science applications will be directly responsive to the computational thinking need of K-12 STEM education through cyberlearning technology.Cyberlearning technology addresses concrete needs in K-12 computer science education. The proposed combination of high accessibility through Web interfaces, increased motivational prospective through social media, and tested curriculum integrated into required computer education middle school courses is likely to reach a vast audience and attract women and underrepresented communities. The inclusion of strategies to support computational science applications will be relevant to STEM education and, through their integration into public schools, enhance public science understanding. The project has access to disadvantaged communities such as inner city, remote rural and Native American schools that can serve as testbeds for evaluation beyond Phase I. From a research point of view, the unique conceptual as well as technical aspects of Collective Programming are likely to result in significant contributions to programming language design, social interface design, social computing, and end-user programming. The common framework employed between game design and computational science has the potential to discover both, positive and negative, evidence for educational notions of transfer that are highly relevant to computational thinking.

这个小型企业创新研究 (SBIR) 第一阶段项目旨在构建一个名为 Cyber​​Collage 的系统，作为网络学习工具，支持中学 STEM 教育中的计算思维。 Cyber​​Collage 将通过社交媒体方法实现教育游戏和计算科学模拟的集体编程，该方法将实时同步协作与基于网络的多最终用户编程独特地结合在一起。例如，多个学生可以一起玩青蛙游戏。一名学生可能正在对青蛙进行编程，而另一名学生可能正在对海龟进行编程。同样，学生可以合作开发计算科学应用程序，探索诸如“你的青蛙能住在我的池塘里吗？”等问题。游戏设计和计算科学应用都将通过网络学习技术直接响应 K-12 STEM 教育的计算思维需求。网络学习技术解决了 K-12 计算机科学教育的具体需求。所提议的通过网络界面的高可访问性、通过社交媒体增加动机前景以及整合到所需的计算机教育中学课程中的经过测试的课程的组合可能会吸引大量受众并吸引女性和代表性不足的社区。支持计算科学应用的战略的纳入将与 STEM 教育相关，并通过将其融入公立学校，增强公众对科学的理解。 该项目可以进入弱势社区，如市中心、偏远农村和美国原住民学校，这些社区可以作为第一阶段之后评估的试验平台。从研究的角度来看，集体编程独特的概念和技术方面可能会对编程语言设计、社交界面设计、社交计算和最终用户编程做出重大贡献。 游戏设计和计算科学之间采用的通用框架有可能发现与计算思维高度相关的迁移教育概念的积极和消极证据。