SBIR Phase II: A Collective Programming Environment for the Social Exploration of Computational Thinking Through Games

SBIR 第二阶段：通过游戏进行计算思维社会探索的集体编程环境

• 批准号: 1127398
• 负责人: Alexander Repenning
• 金额: $ 50万
• 依托单位: AGENTSHEETS INC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-15 至 2013-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1127398&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Collective; Programming

This Small Business Innovation Research Phase II project seeks to build a system called CyberCollage as a Social Cyberlearning tool to support computational thinking in STEM education. CyberCollage will enable collective programming of educational games and STEM simulations through a unique combination of networked real-time collaboration mechanisms and Web-based social end-user programming. For example, multiple students can 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 science simulations that explore STEM related questions such as "can your frog live in my pond"? Phase I established technical feasibility, and showed that complex science simulations with tens of thousands of agents can both run efficiently and be created collaboratively by students working together, locally, in the same classroom, or separated by hundreds of miles. Phase II will establish CyberCollage as a scalable cloud-based implementation of a Social Cyberlearning tool, and will integrate embedded assessment mechanisms that make learning outcomes in computational thinking both measurable and predictable. These assessment mechanisms enable the investigation and study of computational thinking transfer evidence between game and STEM applications. The 2010 PCAST report asserts that computational thinking is one of the fundamental concepts of networking and information technology. Fluency in computational thinking is needed to prepare today?s students to be the next generation of innovators and professionals. The proposed combination of high accessibility through Web interfaces, increased motivational prospective through social interfaces, and tested curriculum integrated into required computer education middle school courses is likely to reach a vast audience and attract both women and underrepresented communities to information technology courses and fields. This reach is enhanced by the participation of the National Center of Women in Technology (NCWIT) and Google in the Phase II advisory board. Both organizations are already disseminating AgentSheets Inc. computational thinking resources, which is an extremely positive indicator of a high probability of broad impact and commercial success. The CyberCollage project has established access to disadvantaged communities that include inner city, remote rural, and Native American schools in Alaska, Colorado, South Dakota, Texas and Wyoming. These and other schools will serve as testbeds. A pledged investment by a third-party organization should establish a consumer-oriented extension of CyberCollage, making Social Cyberlearning of computational thinking relevant beyond its original scope of educational applications.

这个小型企业创新研究阶段项目旨在建立一个名为Cyber​​collage的系统，作为一种社会网络学习工具，以支持STEM教育中的计算思维。 Cyber​​Collage将通过网络实时协作机制和基于Web的社交最终用户编程的独特组合来实现教育游戏和STEM模拟的集体编程。例如，多个学生可以一起在Frogger游戏中一起工作。虽然一个学生可能正在编程青蛙，但另一个学生可能正在研究乌龟。同样，学生可以在探索与STEM相关的问题的科学模拟上进行合作，例如“您的青蛙可以住在我的池塘里”吗？第一阶段建立了技术可行性，并表明，具有成千上万代理商的复杂科学模拟都可以有效地运行，并由当地，在同一教室中或在数百英里之间共同工作的学生共同创建。第二阶段将建立网络胶合作为社会网络学习工具的基于云的实现，并将整合嵌入式评估机制，从而使计算思维中的学习成果既可以衡量又可预测。这些评估机制可以调查和研究游戏和STEM应用之间的计算思维转移证据。 2010年的PCAST​​报告断言，计算思维是网络和信息技术的基本概念之一。需要在今天的学生中准备计算思维的流利性，使其成为下一代创新者和专业人士。通过网络界面的高可访问性组合，通过社交界面提高了动机的前瞻性以及整合到所需的计算机教育中学课程中的测试课程可能会吸引广泛的受众群体，并吸引妇女和代表性不足的社区到信息技术课程和领域。国家技术妇女中心（NCWIT）和Google在第二阶段顾问委员会中的参与增强了这一影响力。这两个组织都已经在传播代理商Inc.计算思维资源，这是极大的积极指标，表明了广泛影响和商业成功的可能性。网络婚姻项目已建立了在阿拉斯加，科罗拉多州，南达科他州，德克萨斯州和怀俄明州在内的弱势社区，包括内城，偏远农村和美国原住民学校。这些和其他学校将用作测试床。第三方组织的承诺投资应建立以消费者为导向的网络违规的扩展，使计算思维的社会网络学习超出了其原始的教育应用范围。