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

EXP：协作研究：数学课堂中的反转、沉浸、协作工作空间、查询和媒体制作的网络集成

• 批准号: 1321162
• 负责人: Eric Hamilton
• 金额: $ 45万
• 依托单位: Pepperdine 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: 2013-10-01 至 2017-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1321162&HistoricalAwards=false
• 关键词: EXP; Collaborative; Research; cyber; ensemble

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.

在这个网络学习：转变教育Exp项目中，PI专注于将教室设计为协作工作空间，并了解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解决这些问题。学习者将观看视频和阅读课本作为家庭作业，以开始学习新内容并加深对已涵盖材料的理解。课堂是“翻转的”；教师不是老师讲课，而是扮演导师和促进者的角色，让学生在课堂上理解他们所读或听到的东西，应用他们所学的东西，并加深他们的理解和能力。因此，学习的艰苦工作是在他们的同龄人作为合作者和老师作为导师的情况下完成的。基于认知和社会认知的学习理论，私人投资机构设计了一套在这样的环境中促进学习的策略和技术工具。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类型的系统，但创新之处在于将这些工具整合到一个整体中。许多教育工作者和教育理论家正在试验“翻转课堂”的概念，即学生在课外阅读或观看视频讲课，并在课堂上一起做问题或做项目，实际上是利用课堂时间一起理解所学内容、应用所学知识、加深理解和掌握能力。虽然这样的方法有望促进参与和学习，但关于如何准确地设计这种学习环境以最好地促进深度和参与学习的系统研究很少。这个项目中的PI解决了这个问题，特别关注学习高中数学的学生。