DIP: Developing Frameworks, Tools and Social Practices to Support Effective Instructor use of Online Social Learning Networks in Blended Learning Models

在这个网络学习：转变教育DIP(发展和实施)项目中，PI专注于了解在教师将学习技术的使用融入课堂实践时为他们提供支持的工具和帮助的种类。在创建和管理“混合学习”环境方面，存在着各种各样的挑战，在这种环境中，学生在课堂上学习，也在网上使用工具和资源，并在网上与远程合作者进行交流。PIs提出了学习如何设计这种环境并帮助教师学习在这些环境中实践的七项关键研究和发展需求：更好地了解网络技术独特提供的互动类型以及这些互动促进学习的方式；以能够分析学习结果的方式记录和链接面对面和在线教学的共享数据集；将在线学习工具整合到这种学习生态系统中的设计原则；为教师提供灵活的教学工具和数据，帮助教师调整课堂编排并允许他们重新调整在线互动结构；分析在线学习工具的影响的可共享框架；适当的协作工具；以及专业发展设施。这个项目中的私人投资机构采用设计研究的方法来设计这些技术和方法，并调查最能支持混合学习的社会技术系统的内部和外部--创造学习机会的在线互动的类型和模式，什么导致学习结果，如何以及收集哪些数据来分析学习，需要哪些分析来为理解在线社会学习网络内的互动提供信息，以及如何支持实践者有效地利用社会技术系统的负担来创建学习生态系统，以促进数字素养和21世纪技能的学习以及学科学习。这项研究是在数字青年网络(DYN)强大的生态环境下进行的，DYN是一个已经存在的基础设施，用于在课外环境中将青年彼此联系起来，其中包括各种数字查询和表达工具。尽管许多教师了解技术在他们个人生活中的用处，但课堂教学的规范使大多数教师难以在课堂上有效地利用网络技术。然而，必须确保我们的教育系统将数字和技术学习经验融入日常学习活动中，以确保所有青年都具备技术素养，并学习他们参与21世纪劳动力所需的技能。该项目的重点是设计“混合式学习”环境，帮助教师在课堂上有效地使用数字技术，帮助学生学习纪律内容、纪律技能，以及对他们的未来非常重要的许多沟通、合作和探究技能。此外，调查的重点是如何利用学习者在网上进行学习活动时收集的数据，帮助教师直观地了解每个学生的能力和理解，从而能够适当地关注每个学生的需求。预计对收集的数据的分析，以及其他研究人员未来的分析，将有助于提供新形式的在线分析工具，以记录与数字扫盲有关的互动和结果之间的关系，包括技能和理解的证据，以及其他重要能力，如培养兴趣、传播知识、从事创造性实践、进行自主学习和扩展未来职业生涯的想法。

In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs focus on understanding the kinds of tools and help for teachers that will support them as they integrate use of learning technologies into their classroom practices. There are a variety of challenges in creating and managing "blended learning" environments where students are learning in the classroom and also using tools and resources online and communicating with distant collaborators online. The PIs posit seven critical research and development needs in learning how to design such environments and help teachers learn to practice in these environments: better understanding of the types of interactions that are uniquely afforded by networked technologies and the ways those interactions contribute to learning; shared datasets that document and link face-to-face and online instructions in ways that enable analysis of learning outcomes; design principles for online learning tools to be integrated into such learning ecosystems; flexible instructional tools for teachers and data that help teachers to adjust classroom orchestration and allow them to realign online interaction structures; sharable frameworks for analyzing the affects of online learning tools; appropriate collaboration tools; and professional development facilities. The PIs in this project take a design research approach to the design of these technologies and approaches and to investigating the ins and outs of socio-technical systems that best support blended learning -- the types and patterns of online interactions that create opportunities for learning, what leads to learning outcomes, how and which data to capture to analyze learning, the kinds of analyses that are needed to inform understanding of interactions within online social learning networks, and ways of supporting practitioners in effectively using the affordances of the socio-technical system to create learning ecosystems that promote digital literacy and learning of 21st century skills along with disciplinary learning. This research is being carried out in the context of the robust ecology of the Digital Youth Network (DYN), an already-existing infrastructure for connecting youth to each other in after-school contexts that includes a variety of tools for digital inquiry and expression.While many teachers understand the utiity of technology in their personal lives, the norms of classroom instruction make it difficult for the majority of teachers to make effective use of networked technologies in their classrooms. However, it is essential to make sure that our educational systems integrate digital and technological learning experiences into daily learning activities to ensure that all youth become technologically literate and learn the skills they need for engaging in the 21st century workforce. This project focuses on designing "blended learning" environments and helping teachers take on and learn to productively use digital technologies in their classrooms to help students learn disciplinary content, disciplinary skills, and the many communication, collaboration, and inquiry skills so important to their futures. As well, investigation focuses on how to use the data collected while learners are engaging in learning activities online to help teachers visualize the capabilities and understanding of individual students so as to be able to give appropriate attention to every student's needs. It is expected that analysis of the data collected, along with future analysis by other researchers, will contribute novel forms of online analytic tools to document the relationship between interactions and outcomes related to digital literacy, including evidence of skills and understandings and also other important capacities such as developing interest, spreading knowledge, engaging in creative practices, taking on independent learning, and expanding ideas for future careers.