DIP: Community knowledge construction in the instrumented classroom

在这个网络学习中：改革教育DIP（开发和实施）项目，PI正在应对知识社区教学法的挑战，学生被赋予高水平的机构和责任，以开发问题，与同龄人交流和批评思想，并促进集体理解。该项目解决了支持这种教学法的四个主要挑战：（1）使学生的想法可见和可访问，（2）支持话语和知识建设与数字海报和其他总结性的表示，（3）通过技术支架复杂的协作探究，（4）支持集体认识论的意义。 从概念的角度对知识建设进行了很好的研究;然而，到目前为止，还没有一个协调一致的努力，以发展技术基础设施，将支持其教学法。在一系列以设计为导向的研究中，研究人员正在与资深教师合作，共同设计采用知识社区方法的小学生物课程，开发一套工具，并开展研究，探讨如何长期维持知识社区教学法。学者们认为，“知识社会”的要求需要新的合作和探究模式，以学习为导向，让学习者参与持续的研究，促进自主性和自主性。为了实现这些目标，已经开发了几种先进的教学方法，但到目前为止，支持教师和学生采用这种方法的技术基础设施还没有达到与教学方法本身相同的复杂程度。该提案旨在通过设计一套硬件和软件工具来缩小这一差距，这些工具支持以私人和公共形式表示个人和集体知识，有形和具体的互动以及口头互动，以及活动的编排。其目的是支持学生的工作和元认知，为教师提供他们需要的支持，以进行教学，并检查教师，学生，技术和教学法之间的互动，导致持续的机构和社区参与学习者。

In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are addressing challenges of knowledge community pedagogy, where students are given a high level of agency and responsibility for developing questions, exchanging and critiquing ideas with peers, and advancing collective understanding. The project addresses four main challenges in supporting such pedagogy: (1) making student ideas visible and accessible, (2) supporting discourse and knowledge building with digital posters and other summative representations, (3) scaffolding complex collaborative inquiry through technology, and (4) supporting a sense of collective epistemology. Knowledge building is well researched from a conceptual perspective; until now, however, there has not been a concerted effort to develop technological infrastructure that would support its pedagogy well. In a series of design-oriented studies, researchers are working together with veteran teachers to co-design elementary biology curriculum that takes a knowledge community approach, develop the suite of tools, and carry out research investigating ways of sustaining a knowledge community pedagogy over long periods of time.Scholars have argued that the demands of a "knowledge society" require new models of collaborative and inquiry-oriented learning that engage learners in sustained investigations and promote agency and autonomy. Several sophisticated pedagogical approaches have been developed to achieve these goals, but up until now, the technological infrastructure for supporting teachers and students in such approaches has not been at the same level of sophistication as the pedagogical approaches themselves. This proposal aims to narrow that gap through design of a suite of hardware and software tools that supports representing personal and collective knowledge in both private and public forms, tangible and embodied interactions as well as verbal interactions, and the orchestration of activities. The aims are to support student work and meta-cognition, provide to teachers the supports they need to carry out the pedagogies, and to examine the interactions between teacher, students, technology, and pedagogy that lead to sustained agency and community engagement among learners.