Collaborative Research: CI-TEAM Demo: Adventure Learning through Water and MOSS

合作研究：CI-TEAM 演示：通过水和 MOSS 进行冒险学习

• 批准号: 1135577
• 负责人: Brant Miller
• 金额: $ 17.08万
• 依托单位: Regents of the University of Idaho
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-01-01 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1135577&HistoricalAwards=false
• 关键词: Collaborative; Research; CI; TEAM; Demo

The project "CI-TEAM Demo: Adventure Learning through Water and MOSS" is engaging K-12 students throughout Idaho with meaningful inquiries into water resource issues through outdoor data-collection expeditions supported via a novel online learning environment. Students collect authentic data related to an inquiry-based curriculum and this data is shared within the online environment. Students, teachers, and content experts from throughout Idaho then communicate and collaborate in meaningful ways around data using the latest in low cost, high tech instrumentation. The McCall Outdoor Science School (MOSS) is serving as an informal science education provider and cornerstone to the project mission by serving as the base camp for water expeditions. Water expeditions are inquiry-driven and focus on various aspects of water resources inherent in the four seasons. MOSS also serves as the cyberlearning host for which online environment development is taking place. Seed funding through EPSCoR has provided the means to design initial web interface components (http://mossi.tfhsbruins.com/index/index/). The current online learning environment is being redesigned, in part, using the Adventure Learning (AL) framework as defined by the work of the collaborating PI at the University of Texas, Austin. AL is an approach to hybrid and online education that provides students with opportunities to investigate real-world issues through authentic learning experiences within collaborative learning environments. The AL framework consists of nine carefully integrated components, which, taken together, enable the development of an inquiry-based online learning environment. The online learning environment complements the curriculum, and together the two foster an organic learning experience that capitalizes on both the affordances of social technologies as well as on the opportunities provided by the outdoors for authentic learning. The curriculum supporting these endeavors will be made available for free online. Additionally, access to the online learning environment will be provided free of charge to interested teachers throughout Idaho. Furthermore, the AL water expeditions will be designed to enable teachers from throughout Idaho the ability to conduct their own AL water expeditions in conjunction with the AL water expeditions being conducted at MOSS. While teachers and learners in other locations study the same topic, the online learning environment provides opportunities for collaboration and interaction between geographically dispersed participants. These locations are then enabled to conduct their own local exploration of the issue, share data and use the data from MOSS and other classes to support localized inquiries. Intellectual Merit. Participating students in this project are developing and exercising key 21st century workforce skills. Authentic scientific inquiry leading to scientific literacy, as well as scientific skills will be developed in students. These skills include data collection, posing questions, making observations, inferring, and classifying. Students are also securing invaluable skills through their participation in the online learning environment, such as the ability to manage digital information and data, collaborate with others, and participate in virtual networks of practice. Broader Impact. Many of the student groups participating in MOSS activities are underrepresented (e.g. American Indian, female, and rural). In addition, through the online environment many of the barriers to participation are eliminated for underrepresented students. Interest in this project has also been expressed by funded and potential projects. These expressions highlight the ripe potential for synergy around an online learning environment replete with social affordances that provide users with the opportunity to upload/input data and interact in meaningful ways around the data.

“CI-TEAM Demo：“通过水和MOSS进行冒险学习”正在让整个爱达荷州的K-12学生通过一个新颖的在线学习环境支持的户外数据收集探险，对水资源问题进行有意义的调查。学生收集与探究式课程相关的真实数据，这些数据在在线环境中共享。来自爱达荷州的学生、教师和内容专家随后使用最新的低成本、高科技仪器围绕数据以有意义的方式进行沟通和协作。麦考尔户外科学学校（MOSS）是作为一个非正式的科学教育提供者和基石，该项目的使命作为大本营的水探险。水上探险是以探究为导向的，专注于四季中固有的水资源的各个方面。最低业务安全标准还充当网络学习主机，正在为之开发在线环境。通过EPSCoR提供的种子资金为设计最初的网络界面组件提供了手段（http：//mossi.tfhsbruins.com/index/index/）。目前的在线学习环境正在重新设计，部分使用的冒险学习（AL）框架所定义的合作PI在得克萨斯大学奥斯汀分校的工作。 AL是一种混合和在线教育的方法，为学生提供了通过协作学习环境中的真实学习体验来调查现实世界问题的机会。AL框架由九个精心整合的组件组成，这些组件合在一起，可以开发基于探究的在线学习环境。在线学习环境是对课程的补充，两者共同促进了一种有机的学习体验，既利用了社交技术的可供性，又利用了户外活动为真实学习提供的机会。支持这些努力的课程将在网上免费提供。此外，爱达荷州各地感兴趣的教师将免费获得在线学习环境。此外，AL水探险将旨在使来自整个爱达荷州的教师能够进行自己的AL水探险与AL水探险正在进行的MOSS。虽然其他地点的教师和学习者学习同一主题，但在线学习环境为地理上分散的参与者提供了合作和互动的机会。然后，这些地点就可以在当地对问题进行探索，分享数据，并使用来自最低业务安全标准和其他类别的数据来支持当地的调查。智力优势。参与该项目的学生正在发展和锻炼关键的21世纪世纪劳动力技能。真正的科学探究导致科学素养，以及科学技能将在学生中发展。这些技能包括数据收集，提出问题，进行观察，推断和分类。学生还通过参与在线学习环境获得宝贵的技能，例如管理数字信息和数据，与他人合作以及参与虚拟实践网络的能力。更广泛的影响。许多参加MOSS活动的学生团体代表性不足（例如美洲印第安人、女性和农村）。此外，通过在线环境，为代表性不足的学生消除了许多参与障碍。已获资助的项目和潜在的项目也对这一项目表示了兴趣。这些表达方式突出了围绕在线学习环境的协同作用的成熟潜力，这种环境充满了社会启示，为用户提供了上传/输入数据并围绕数据以有意义的方式进行互动的机会。