EAGER: Engineering Inquiry for All at Nedlam's Workshop

EAGER：Nedlam 工作室为所有人提供工程咨询

• 批准号: 1450985
• 负责人: Brian Gravel
• 金额: $ 30万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1450985&HistoricalAwards=false
• 关键词: EAGER; Engineering; Inquiry; Nedlam; Workshop

The Cyberlearning and Future Learning Technologies Program funds efforts that will help envision the next generation of learning technologies and advance what we know about how people learn in technology-rich environments. This exploratory project will research how teachers learn to adapt open-ended, self-directed, and fabrication-rich maker space pedagogy and technology to school settings in ways that are responsive to the needs and interests of the students, their families, and the surrounding community. Maker culture is a do-it-yourself movement supported by technology, such as electronics, robotics and 3-D printing, available in maker spaces in many communities. The project will look at whether the maker culture can help reshape how we connect high school vocational education, academic coursework, informal learning, and community based learning. The project will bring teachers, university-based researchers, and leaders of non-school maker spaces to rethink how academic and vocational topics relate to one another. By doing so, the project is moving towards a new technical environment in which different groups of people can work on personally relevant technical problems (like fixing your own car) and simultaneously learn science, technology, engineering and mathematics.This project will use design-based research and a partnership between the Malden Schools, Tufts University, and Artisan's Asylum to design and implement a community-school partnership maker space. This space will host activities involving formal vocational education, formal academic courses, informal education, and community participation. An iterative curriculum design and development process will create a number of learning units that take advantage of the space and of the skills of vocationally tracked students, some of whom will be paid to tutor peers and adults in the technologies available. Research will examine the degree to which the social status of vocational subjects and students in vocational tracks can be raised, and whether it can be used to increase academic achievement in core academic subjects. Additionally, research will examine the impact of bringing together adult makers with teachers to design these units, including especially whether this co-design process helps infuse inquiry driven teaching and learning across subjects.

网络学习和未来学习技术计划资助的努力将有助于展望下一代学习技术，并促进我们对人们在技术丰富的环境中如何学习的了解。这一探索性项目将研究教师如何学习使开放式、自主性和富于制造力的创作者空间教学和技术适应学校环境，以回应学生、他们的家庭和周围社区的需求和兴趣。制造者文化是一种由电子、机器人和3-D打印等技术支持的自己动手的运动，在许多社区的制造者空间中都可以找到。该项目将着眼于制造商文化是否有助于重塑我们如何将高中职业教育、学术课程、非正式学习和基于社区的学习联系起来。该项目将使教师、大学研究人员和非学校创客空间的领导人重新思考学术和职业主题如何相互关联。通过这样做，该项目正在走向一个新的技术环境，在这个环境中，不同的人可以在个人相关的技术问题上工作(比如修理你自己的汽车)，同时学习科学、技术、工程和数学。该项目将使用基于设计的研究以及马尔登学校、塔夫茨大学和Artisan‘s精神病院之间的合作伙伴关系来设计和实现一个社区和学校合作的Maker Space。该空间将举办涉及正规职业教育、正规学术课程、非正规教育和社区参与的活动。迭代的课程设计和开发过程将创建一些学习单元，利用职业跟踪学生的空间和技能，其中一些学生将获得报酬，指导同龄人和成年人掌握可用的技术。研究将考察职业学科和学生在职业轨道上的社会地位可以提高到什么程度，以及是否可以用来提高核心学科的学术成就。此外，研究还将检查将成人制造者与教师一起设计这些单元的影响，特别是这种共同设计过程是否有助于在各学科中注入探究驱动的教学和学习。