InterLACE: Interactive Learning and Collaboration Environment

该项目隶属于塔夫茨大学工程教育和推广中心(CEEO)，设计、构建和实地测试了一个基于网络的在线协作环境，以支持探究式高中物理的教与学。基于之前NSF资助的RoboBooks(一种交互式数字工作簿环境)的工作，该团队正在定制该平台，以包括用于学习物理的脚手架和其他支持，促进课堂内的互动和合作，并促进基于设计的科学实验方法。Interlace团队假设，将物理内容和过程技能无缝地整合到课堂学习活动中的技术将为学生提供广泛的好处，从改善学习结果、增加内容知识到提高态度和社交表现。这项工作的假设是基于研究表明，教师认为基于设计的探究项目的正确实施是耗时的，如果没有良好的脚手架或其他支持，可能很难在课堂上管理和促进。通过对少数教师和学生进行基于设计的研究，PIs反复开发系统和辅助材料，并生成基于网络的实施，以支持学生完成设计查询的各个阶段。在项目最后几年进行的准实验试验被用来确定该技术的可用性和该系统在加强教与学方面的效果。通过开发的工具和活动，研究人员预计将显示有效的探究性学习的增加和更好的可及性，以满足不同学习者和教师的需求，从而导致课堂实践的变化。通过这个项目，PI(1)获得洞察力，使他们能够改进交错平台，使其能够在短期内实施和扩大规模，作为对基于设计的探究科学项目的支持，(2)推进理论、设计和实践，以支持基于技术的学习环境的设计，以及(3)了解如何将学生联系起来？假设、想法和数据影响他们对物理内容和科学探究技能的学习。

This project, under the Tufts University Center for Engineering Education and Outreach (CEEO) designs, constructs, and field-tests a web-based, online collaborative environment for supporting the teaching and learning of inquiry-based high school physics. Based on prior NSF-funded work on RoboBooks, an interactive digital workbook environment, the team is customizing the platform to include scaffolds and other supports for learning physics, fostering interaction and collaboration within the classroom, and facilitating a design-based approach to scientific experiments. The InterLACE team hypothesizes that technology seamlessly integrating physics content and process skills within a classroom learning activity will provide a wide variety of student benefits, ranging from improved learning outcomes and increased content knowledge to gains in attitudinal and social displays as well.The hypothesis for this work is based on research that indicates teachers believe proper implementation of design-based, inquiry projects are time consuming and can be difficult to manage and facilitate in classrooms without great scaffolding or other supports. Using design-based research with a small number of teachers and students, the PIs iteratively develop the system and supporting materials and generate a web-based implementation that supports students through the various stages of design inquiry. A quasi-experimental trial in the final years of the project is used to determine the usability of the technology and efficacy of the system in enhancing teaching and learning. Through the tools and activities developed, the researchers anticipate showing increases in effective inquiry learning and enhanced accessibility to meet the needs of diverse learners and teachers, leading to changes in classroom practice.Through this project the PIs (1) gain insights that will enable them to refine the InterLACE platform so it can be implemented and brought to scale in the near terms as a support for design-based inquiry science projects, and (2) advance theory, design and practice to support the design of technology-based learning environments, and (3) understand how connecting students? hypotheses, ideas, and data impacts their learning of physics content and scientific inquiry skills.