DIP: V-ICED Visually-Integrated Cyber Exploratorium for Design

PI正在设计，部署和研究学习的背景下，视觉集成的网络探索设计-协作视觉设计活动的基础设施。该项目正在进行的本科创新设计课程的背景下，和调查的重点是设计和学习者的能力时，使用界面和环境，以视觉形式表达的想法，捕捉明确和隐性的知识，可以共享和启示，促进学习的想法和协作，围绕这样的知识共享表示。技术创新是一个网络基础设施硬件框架，包括触摸平板电脑、墙壁和wiki，结合了草图和绘图软件以及围绕它的社会技术系统，使创新思维所需的各种高端协作“游戏”成为可能。研究重点是促进设计学习;在社会学习环境中促进对思维的认知;视觉思维，想象力和外在化之间的关系;以及这样的技术框架如何改变设计知识和学习的创造。基础是在学习的建构主义理论，社会建构主义观点的社会建设的知识，自然用户界面（NUI）的设计，并认为认知体现在文物和环境的启示。PI正在采取生态方法来检查环境，以了解其因素的组合如何影响设计学习，特别是综合视觉思维，协作和创新。研究已经确立了探索性“发挥”在创造力和认知发展中的重要作用，以及这种探索在思维能力中的核心作用，特别是在构思问题和设计挑战的创新解决方案方面。该项目利用自然用户界面（NUI）中固有的可能性，以促进对协作学习，解决问题和设计至关重要的想法的协作探索。正在设计的硬件基础设施使团队能够在一个大型的协作多点触摸界面上直观地表达想法，分享想法，并一起完善它们，从远处访问这些可视化并以文本方式注释它们，并与同学，队友和其他人广泛分享这些想法。这样的基础设施提供了一个基础，支持基于项目和基于设计的学习活动在正式的学习环境中的方式，让所有的团队成员有机会作出适当的贡献，记录的教师和其他导师检查的队友的贡献，允许分享和建议，从同行，导师和专家，并最终允许自动评估，帮助和建议。拟议的基础设施有可能在正式和非正式的学习环境以及工作场所的所有年龄段使用。

The PIs are designing, deploying, and studying learning in the context of a visually-integrated cyber exploratorium for design -- an infrastructure for collaborative visual design activities. The project is being carried out in the context of an undergraduate innovative design course, and the investigative focus is on design of and learner capabilities when using interfaces and environments for expressing ideas in visual forms that capture explicit and tacit knowledge and that can be shared and the affordances for promoting learning of ideation and collaboration around such shared representations of knowledge. The technological innovation is a cyber-infrastructure hardware framework that includes touch tablets, walls, and a wiki combined with software for sketching and diagramming and the socio-technical system around it that enables the kinds of high-end collaborative "play" needed for innovative ideation. Research centers on promoting learning in design; promoting the cognition of ideation in a social learning environment; relationships between visual thinking, imagination, and externalization; and how such a technological framework transforms creation of design knowledge and learning. Foundations are in the constructivist theory of learning, the social constructivist view of social construction of knowledge, the design of natural user interfaces (NUIs), and the view that cognition is embodied in the artifacts and affordances of the environment. The PIs are taking an ecological approach to examining the environment to understand how its combination of factors influence design learning, specifically integrative visual thinking, collaboration, and innovation. Research has established the important role of exploratory "play" in the development of creativity and cognition and the central role of such exploration in ideation, especially in ideation of innovative solutions to problems and design challenges. This project leverages the possibilities inherent in natural user interfaces (NUIs) for promoting the kinds of collaborative exploration of ideas that is essential for collaborative learning, problem solving, and design. The hardware infrastructure being designed enables groups to articulate ideas visually, share them, and refine them together around a large collaborative multi-touch interface, to access those visualizations from afar and annotate them textually, and to share those ideas broadly with classmates, team-mates, and others. Such an infrastructure provides a foundation for supporting project-based and design-based learning activities in formal learning environments in ways that give all team members chances to contribute appropriately, record the contributions of team-mates for teachers and other mentors to examine, allow sharing and advice from peers, mentors, and experts, and eventually allow automatical assessment, help,and advice. The proposed infrastructure has potential to be used across all ages, in formal and informal learning environments, and in the workplace.