CRII: Cyberlearning: Teaching Intercultural Competence through Personal Informatics

CRII：网络学习：通过个人信息学教授跨文化能力

• 批准号: 1464204
• 负责人: Amy Ogan
• 金额: $ 17.46万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1464204&HistoricalAwards=false
• 关键词: CRII; Cyberlearning; Teaching; Intercultural; Competence

The need for intercultural competence has never been higher as technology makes it easier for people to engage in global communications, collaboration, and commerce. In higher education, the global and multicultural environment means that the challenges of intercultural communication exist within classrooms. This project would study how technology can help STEM teaching assistants, especially foreign teaching assistants, better communicate with their students across cultural lines, by building and testing software called CANAR (Computer-Aided Noticing and Reflection). The ultimate goal is support better teaching and learning of STEM in university classrooms by bridging cultural divides between students and their teachers.The CANAR system will be constructed using an iterative design methodology, and will build on prior personal informatics software which uses the area under the receiver operating characteristics curve (AUROC) to do speaker-detection on speech in classroom settings. This data will be used to present TAs with a dashboard based on Liddicoat's model of developing intercultural competence. Research will be conducted using qualitative observation and Corbin and Strauss' approach to grounded theory to address questions of what data and strategies can support intercultural noticing and reflection among the TAs, and to examine the benefits of this reflection on their intercultural communication competencies in the classroom. To examine what types of data are helpful for intercultural competence, research participants will engage with three types of data in the CANAR dashboard: artificially synthesized data representing typical experiences by international TAs, real data on the participants' communication derived from human coded observations, and real data on the communication derived by the automated system.

随着技术使人们更容易参与全球交流、协作和商务，对跨文化能力的需求从未像现在这样高。在高等教育中，全球化和多元文化的环境意味着课堂上存在着跨文化交流的挑战。这个项目将研究技术如何通过构建和测试名为CANAR(计算机辅助注意和反思)的软件来帮助STEM助教，特别是外国助教，更好地与他们的学生跨越文化界限进行交流。最终目标是通过弥合学生和教师之间的文化鸿沟来支持大学课堂上更好的STEM教与学。CANAR系统将采用迭代设计方法构建，并将建立在先前的个人信息学软件基础上，该软件使用接收器操作特征曲线(AUROC)下的区域来对课堂环境中的语音进行说话人检测。这些数据将被用来向助教展示一个基于利迪考特的跨文化能力发展模式的仪表板。研究将使用质的观察和科尔宾和施特劳斯的扎根理论的方法，以解决什么数据和策略可以支持教师的跨文化注意和反思的问题，并检验这种反思对他们在课堂上的跨文化交际能力的好处。为了检验哪些类型的数据有助于跨文化能力，研究参与者将在CANAR仪表板上使用三种类型的数据：代表国际助教典型经验的人工合成数据，来自人类编码观察的关于参与者交流的真实数据，以及来自自动化系统的关于交流的真实数据。

项目成果

Towards a Framework for Smart Classrooms that Teach Instructors to Teach

建立一个教教师教学的智能教室框架

• 发表时间: 2018
• 期刊: International Conference of the Learning Sciences
• 作者: Gerritsen, David;Zimmerman, John;Ogan, Amy
• 通讯作者: Ogan, Amy