Educational Design & Development: Planning for a STEM Learning Research Transformation

TERC和国际教育设计与发展学会（ISDDE）支持一个虚拟研讨会，以研究教育设计背后的严谨学术，并探索其在STEM教学和学习环境转型方面的潜力。 虚拟研讨会让ISDDE负责人的核心小组参与设计流程的衔接和检查。 关键问题是：我们对有效设计的要素以及设计过程了解多少？ 设计的哪些特征和设计过程改变了STEM学习？ 规划小组开发了一系列论文，这些论文围绕STEM学习和教学的教学材料和专业发展领域的设计问题提出了基本原则。 一个由受访者和批判性思考者组成的虚拟小组对这些论文做出回应，并帮助制定进一步讨论和研究概念化的议程。四到五篇论文被委托处理，这些论文涉及关于设计什么以及如何设计的基本原则，以增强学生在STEM教学材料和专业发展领域的学习。这些论文将讨论增强学生学习的各种特征，如通用，向后和战略设计，嵌入式形成性评估，电子社区，个性化学习，网络学习，文化适应性教学和学习。 最多10名“通讯员”就委托编写的文件编写书面评论。他们的意见在项目参与者中传阅，并召集一个或多个虚拟讨论小组来收集和分析这些意见。 汇编并分发了一份最终报告，该报告为随后在STEM学习中使用设计的研究和开发提供了信息。目前正在开发的教学材料没有良好的设计理论作为活动的基础。 虚拟研讨会开发了一个活跃的社区，由在开发教学材料和专业发展方面拥有长期经验的人以及具有设计专业知识的人组成，以进行实质性对话，产生最新的知识体系，为设计和设计过程的研究议程提供信息，以改变STEM教学和学习。

TERC and the International Society for Design and Development in Education (ISDDE) support a virtual workshop to examine the rigorous scholarship behind educational design and explore its potential for the transformation of STEM teaching and learning environments. The virtual workshop engages a core group of ISDDE principals in the articulation and examination of design processes. Key questions are: What do we know about the elements of effective design as well as the process of designing? What features of designs and the process of designing transform STEM learning? The planning group develops a collection of papers that present fundamental tenets surrounding design issues in the domains of instructional materials and professional development for STEM learning and teaching. A virtual panel of respondents and critical thinkers respond to these papers and help develop an agenda for further discussion and research conceptualization.Four to five papers are commissioned that address fundamental tenets about what to design and how to design for enhanced student learning in the domains of STEM instructional materials and professional development. The papers are to address various characteristics of enhanced student learning such as Universal, Backward and Strategic Design, embedded formative assessments, electronic communities, personalized learning, cyberlearning, culturally responsive teaching and learning. Up to 10 "correspondents" prepare written comments about the commissioned papers. Their comments are circulated among project participants and one or more virtual discussion panels are convened to assemble and analyze the comments. A final report that informs subsequent research and development in the use of design in STEM learning is compiled and disseminated. Instructional materials are presently being developed without a theory of good design underlying the activity. The virtual workshop develops an active community of people who have long experience in developing instructional materials and professional development and people with expertise in design to engage in substantive dialogue to produce an up-to-date body of knowledge to inform a research agenda for designs and design processes to transform STEM teaching and learning.