CI-TEAM Demo: Project-based, Collaborative Learning with Google Earth and Wikis (GooWi)

CI-TEAM 演示：使用 Google 地球和 Wiki (GooWi) 进行基于项目的协作学习

• 批准号: 1135467
• 负责人: Heather Almquist
• 金额: $ 25万
• 依托单位: University of Montana
• 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: 2011-10-01 至 2014-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1135467&HistoricalAwards=false
• 关键词: CI; TEAM; Demo; Project; based

This two-year demonstration project brings together University of Montana researchers, K-12 teachers of the Montana Geographic Alliance, and a Montana small business to develop and test a framework for supporting authentic, user-centered, project-based, collaborative learning in middle school classrooms. The overarching theme of the activity is cultural and environmental change in North America over the past several centuries, using initial European contact as a temporal baseline for student-driven projects. These explorations covered virtually all coastal and interior portions of the U.S. and represent the first written histories of landscapes, natural history, climatic conditions, and Native American culture. Although not all left behind written accounts that survive today, paleoecological, paleoclimate, and archeological records, together with Native American oral histories, can be used to develop a rich picture of past conditions.Using these data, students may compare and contrast information from independent proxies and various cultural perspectives to develop deep and robust understandings of natural and human induced changes on the landscape over historic time, and their implications for modern society.A goal of the project is to introduce students to a specific suite of transferrable 21st century cyber-enabled workforce skills as early as possible in their academic careers. Students will learn to use cyber-based tools to conduct scholarly research, collaborate effectively with peers, and communicate professionally with their intended audience.Intellectual merit: This project addresses a significant need in cyberinfrastructure education for our 21st century workforce by providing an expandable and sustainable way to introduce students to cyber-based skills that typically are not employed until the college level, despite the fact that a number of studies illustrate that younger students are very capable of acquiring them. The idea is that an earlier introduction to the appropriate, ethical and professional use of cyber-based research and communication tools will help students develop habits of mind that will increase their success in future endeavors. Learning to work effectively in groups, including conducting peer review in a mutually respectful manner, is also an important 21st century workforce skill that requires training and practice. Learning to successfully employ a variety of techniques including content organization, writing, layout, and graphic design in web-based presentations, as well as using virtual globes to analyze and display geospatial and geo-temporal data, should be both challenging and empowering for students. The project should reveal to students the power of cyber-based tools and resources for constructing new knowledge, and help them view themselves as creators, rather than simply consumers, of information.Broader impacts: Through its connection to the national Geographic Alliance Network, the project will pave the way for a national and even international effort in geographic education.This effort would be realized by individual teachers in place-based, user-centered projects of local or cultural significance, covering a broad array of content domains. The open architecture of the learning activity and its exclusive dependence on free, online tools and resources will make it accessible by virtually any teacher. The four case studies developed through this project will be used to encourage new teachers to participate and to inform them of best practices for various situations. Our vision is to create a self-sustaining community of practice in which teachers and students experiment, inspire, and inform their peers.

这个为期两年的示范项目汇集了蒙大拿州大学的研究人员、蒙大拿州地理联盟的K-12教师和蒙大拿州的一家小企业，共同开发和测试一个框架，以支持中学课堂上真实的、以用户为中心的、基于项目的协作学习。本次活动的总体主题是过去几个世纪以来北美的文化和环境变化，并将最初与欧洲的接触作为学生驱动项目的时间基线。这些探险几乎覆盖了美国所有的沿海和内陆地区，代表了第一部关于风景、自然历史、气候条件和美洲原住民文化的书面历史。虽然不是所有留下的文字记录都保存至今，但古生态、古气候和考古记录，以及美洲原住民的口述历史，都可以用来形成一幅关于过去情况的丰富图景。利用这些数据，学生可以比较和对比来自独立代理和不同文化视角的信息，从而对历史上自然和人类引起的景观变化及其对现代社会的影响产生深刻而有力的理解。该项目的目标是在学生的学术生涯中尽早向他们介绍一套可转移的21世纪网络劳动力技能。学生将学习使用基于网络的工具进行学术研究，与同行有效合作，并与目标受众进行专业交流。智力优势：该项目通过提供一种可扩展和可持续的方式向学生介绍网络基础设施教育，解决了21世纪劳动力对网络基础设施教育的重大需求，这些技能通常要到大学阶段才会用到，尽管许多研究表明，年轻的学生非常有能力获得这些技能。其理念是，尽早介绍适当的、道德的和专业的使用基于网络的研究和交流工具，将帮助学生培养思维习惯，这将增加他们未来努力的成功。学会在团队中有效地工作，包括以相互尊重的方式进行同行评议，也是21世纪一项重要的劳动力技能，需要培训和实践。学习如何在网络演示中成功地运用各种技术，包括内容组织、写作、布局和图形设计，以及使用虚拟地球仪来分析和显示地理空间和地理时间数据，对学生来说既具有挑战性，又具有赋权性。这个项目应该向学生揭示基于网络的工具和资源在构建新知识方面的力量，并帮助他们将自己视为信息的创造者，而不仅仅是消费者。更广泛的影响：通过与国家地理联盟网络的连接，该项目将为全国乃至国际地理教育铺平道路。这一努力将由个别教师在基于地方的、以用户为中心的项目中实现，这些项目具有地方或文化意义，涵盖广泛的内容领域。学习活动的开放式架构及其对免费在线工具和资源的独家依赖将使几乎任何教师都可以访问它。通过该项目开展的四个案例研究将用于鼓励新教师参与，并告知他们针对各种情况的最佳做法。我们的愿景是创建一个自我维持的实践社区，在这个社区中，教师和学生进行实验，启发并告知他们的同龄人。