EAGER: Thinking With Things: Remaking Learning in Higher Education and Beyond

EAGER：用事物思考：重塑高等教育及其他领域的学习

• 批准号: 1042580
• 负责人: Sarah Kuhn
• 金额: $ 19.6万
• 依托单位: University of Massachusetts Lowell
• 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: 2010-08-15 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1042580&HistoricalAwards=false
• 关键词: EAGER; Thinking; Things; Remaking; Learning

This project explores the implications of embodied cognition for learning and teaching at the college level. College classes and college classrooms are generally designed for the purely "abstract" thinker: a thinker who does not benefit from tangible, multi-sensory approaches to learning that are part of early childhood education but considered unnecessary and inefficient for adult learners. The term "educational technology" generally refers to desktop or laptop computers with standard GUI interfaces, and to data projectors, networks, and other familiar "smart classroom" technology. But a variety of developments in computing, computing education, and education research point the way to making "smart students" more effectively by reframing educational technology. Tangible User Interfaces offer the opportunity to combine computational power with the cognitive power of manipulatives; CS1 education with manipulatives has been promoted by some faculty; and research on learning in higher education shows that multi-sensory learning is far more effective than lecture.The intellectual merit of the project stems from its grounding in theory and evidence, and from the importance of its challenge to prevailing wisdom. In addition to drawing on the academic literature, the project analyzes field data from students and professionals, and conducts a laboratory study of a key proposition. The broader impacts of this work can appear in a rethinking of higher education, educational technology, and adult learning environments, making them more engaging and effective.

本研究旨在探讨具身认知对大学教学的影响。大学课堂和大学教室通常是为纯粹的“抽象”思想者设计的：一个思想者不会从有形的，多感官的学习方法中受益，这些方法是幼儿教育的一部分，但被认为对成人学习者来说是不必要和低效的。“教育技术”一词通常是指具有标准GUI界面的台式机或笔记本电脑，以及数据投影仪，网络和其他熟悉的“智能教室”技术。但是，计算机、计算机教育和教育研究的各种发展指明了通过重构教育技术来更有效地培养“聪明学生”的道路。触觉用户界面提供了将联合收割机的计算能力与操作者的认知能力相结合的机会;一些教师已经推广了使用操作者的CS 1教育;对高等教育中学习的研究表明，多感官学习远比讲座更有效。该项目的智力价值源于其理论和证据的基础，以及其挑战流行智慧的重要性。除了借鉴学术文献外，该项目还分析了学生和专业人士的现场数据，并对一个关键命题进行了实验室研究。这项工作的更广泛的影响可能会出现在对高等教育，教育技术和成人学习环境的重新思考中，使它们更具吸引力和有效性。