EXP: Collaborative Research: A cyber-ensemble of inversion, immersion, collaborative workspaces, query and media-making in mathematics classrooms

在“网络学习：转型教育经验”项目中，项目负责人将重点放在将教室设计为协作工作空间，并研究这种学习环境如何促进良好的学习。他们正在高中数学课堂上讨论这些问题。学习者观看视频和阅读教科书作为家庭作业，开始学习新的内容，加深对已经涵盖的材料的理解。教室被“翻转”；而不是老师讲课，老师扮演导师和促进者的角色，因为学习者在课堂上工作，理解他们所读或听到的，应用他们所学的，加深他们的理解和能力。因此，学习的艰苦工作是与他们的同伴作为合作者和老师作为导师一起完成的。基于学习的认知和社会认知理论，pi设计了一套策略和技术工具来促进这种环境中的学习。这些工具包括支持反思的讲故事视频、电子笔墨和智能辅导系统，但创新之处在于将这些工具集成为一个整体。研究表明，当协作工作空间在正式教室中到位时，这样的技术集成如何能够促进深度吸收和有效的学习体验以及与学习相关的重要动态。许多教育家和教育理论家正在试验“翻转课堂”的概念，即学习者在课堂外阅读或观看视频讲座，并在课堂上一起解决问题或做项目，实际上，利用课堂时间一起理解所学知识，应用所学知识，加深理解，掌握能力。虽然这种方法有望促进参与和学习，但关于如何设计这种学习环境以最好地促进深度和参与性学习的系统研究却很少。本项目中的pi解决了这个问题，特别关注学习高中数学的学生。

In this Cyberlearning: Transforming Education EXP project, the PIs focus on designing classrooms as collaborative workspaces and learning how such learning environments can foster learning well. They are addressing these issues in high school mathematics classrooms. Learners view videos and read textbooks as homework to begin to learn new content and to deepen their understanding of material already covered. The classroom is "flipped"; rather than the teacher lecturing, the teacher plays the role of mentor and facilitator as learners work in the classroom at making sense of what they've read or heard, applying what they are learning, and deepening their understanding and capabilities. The hard work of learning is thus done along their peers as collaborators and the teacher available as a mentor. Based on cognitive and socio-cognitive theories of learning, the PIs have designed an ensemble of strategies and technological tools for promoting learning in such an environment. The tools include video for story telling in support of reflection, electronic pen-and-ink, and intelligent-tutoring type systems, but the innovation is in the integration of these tools into an ensemble. Research addresses how such an ensemble of technologies can foster deeply absorbing and effective learning experiences and important dynamics associated with learning when collaborative workspaces are in place in formal classrooms.Many educators and educational theorists are experimenting with the idea of "flipped classrooms," where learners read or view video lectures outside of class and spend classroom time working on problems together or working on projects, in effect, using classroom time for making sense together of what is being learned, applying what is being learned, deepening understanding, and mastering capabilities. While such an approach holds promise for promoting engagement and learning, little systematic research has been done about how, exactly, to design such learning environments to best promote deep and engaged learning. The PIs in this project address that issue, focusing specifically on students learning high school mathematics.