UNCODE: Uncovering Hidden Cognitive Demands on Global Learners

UNCODE：揭示全球学习者隐藏的认知需求

• 批准号: 1265953
• 负责人: Kincho Law
• 金额: $ 25.44万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-03-01 至 2016-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1265953&HistoricalAwards=false
• 关键词: UNCODE; Uncovering; Hidden; Cognitive; Demands

The collaborative proposal will connect the researchers from Stanford with their colleagues in the Finnish Institute of Occupational Health and Aalto University, Finland to identify the stresses and cognitive demands that are placed on learners who are participating in multi-cultural and cross-disciplinary collaborations in a rich technology-enabled learning environment. The research will be situated in the Architecture, Engineering, Construction Global Teamwork course in the Problem Based Learning Laboratory at Stanford University that engages students in teamwork with partners worldwide. Multiple sources of data will be collected that examine a number of dimensions of student learning experiences including the number of disciplines embodied by the team structure, the number of cultures that influence the communication within the teams, the impact of space and time interactions and the multiple channels by which communication takes place among team members. Physiological data will be collected to identify indicators of stress, and ways that learners and instructions can monitor and self-regulate their well-being and engagement will be identified.In an increasingly global economy, the conditions under which teams will be required to work and learn together are increasingly diverse and require that virtual learning environments become more collaborative. This research has the potential to inform those who design virtual learning environments that engage individuals and teams from different cultural milieus whose interactions are separated by time and space. Ways to mitigate the stresses that occur across these separations that foster better communications across cultural differences will contribute to design elements for learning experiences in not only post-secondary courses, but also interactions in the global workspace.

该合作提案将把来自斯坦福大学的研究人员与他们在芬兰职业健康研究所和芬兰阿尔托大学的同事联系起来，以确定在丰富的技术支持的学习环境中参与多文化和跨学科合作的学习者所面临的压力和认知需求。该研究将位于斯坦福大学基于问题的学习实验室的建筑，工程，建筑全球团队合作课程中，该课程使学生与世界各地的合作伙伴进行团队合作。将收集多个数据源，检查学生学习经验的多个维度，包括团队结构所体现的学科数量，影响团队内部沟通的文化数量，空间和时间互动的影响以及团队成员之间沟通的多个渠道。将收集生理数据以确定压力指标，并确定学习者和指导者可以监测和自我调节其健康和参与的方式。在日益全球化的经济中，要求团队一起工作和学习的条件越来越多样化，并要求虚拟学习环境变得更具协作性。这项研究有可能告知那些设计虚拟学习环境的人，这些环境可以吸引来自不同文化背景的个人和团队，他们的互动被时间和空间分开。如何减轻这些分离所产生的压力，促进跨文化差异的更好沟通，将有助于设计不仅在中学后课程中，而且在全球工作空间中互动的学习经验的要素。