CAP: Collaborative Research: Building Capacity for Political and Cultural Perspectives to Strengthen the Learning Sciences

网络学习和未来学习技术计划资助的工作将有助于设想下一代学习技术，并推进我们对人们如何在技术丰富的环境中学习的了解。能力建设（CAP）项目提高了研究人员了解未来应该如何设计和使用这类技术的能力，并支持新的能力，使研究人员能够回答有关人们如何学习、如何促进或评估学习以及如何为学习而设计的问题。我们正处于这样一个阶段，我们可以通过在学习科学和网络学习中如何形成这些问题的专业学者网络中建立能力，推进探究和设计过程，从而实质性地解决文化和多样性问题。该项目将组织两次小型会议，汇集跨代学习和技术学者，共同阐明构建、研究和应对持续产生的不平等所需的理论观点。在过去的二十年里，关注公平的学习科学家已经发展了一系列研究，将学习视为一种基本的文化过程，处于更广泛的社会、政治和经济约束之下。本项目旨在：1)共同识别和命名权力关系和文化视角，这对严谨的、以公平为导向的研究至关重要，包括其中的核心紧张关系和辩论；2)清楚地阐明这些观点如何实质性地影响新技术和学习环境的设计和研究；3)制定战略，在网络学习和学习科学中建立这些概念工具；4)绘制研究议程，将新技术类型和学习安排的设计和研究理论化。该项目还将有助于阐明可用于提高以股票为导向的网络学习研究严谨性的标准。我们将传播概念性（理论工具）、方法论（研究设计和方法）、教学性（为正式和非正式教育环境开发强大的工具和设计，开发指导下一代学者的空间）和专业性（准备在该领域进行干预并发挥领导作用的学者网络）的可交付成果。教育公平需要扩大社会文化方法的影响，并将其纳入网络学习的前景。

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. Capacity-building (CAP) projects increase the ability of researchers to understand how such technology should be designed and used in the future and support new capacity in allowing researchers to answer questions about how people learn, how to foster or assess learning, and how to design for learning. We are at a phase where we can advance processes of inquiry and design that substantively address culture and diversity by building capacity across the networks of scholars with expertise in how these issues take shape within learning sciences and cyberlearning. This project will organize two small conferences that bring together an intergenerational group of learning and technology scholars to collectively articulate the theoretical perspectives needed to frame, study, and respond to persistently-produced inequity. Over the last two decades, learning scientists concerned with equity have developed strands of research that treat learning as a fundamentally cultural process situated within wider social, political and economic constraints. This project aims to: 1) collectively identify and name the power relations and cultural perspectives essential for rigorous, equity-oriented research, including the central tensions and debates therein; 2) clearly articulate how these perspectives substantively influence the design and study of new technologies and learning environments; 3) strategize to establish these conceptual tools within Cyberlearning and the Learning Sciences; and 4) map a research agenda for theorizing the design and study of new technological genres and learning arrangements. This project will also help to articulate criteria that can be used to advance the rigor of equity-oriented cyberlearning research. We will disseminate deliverables that are conceptual (theoretical tools), methodological (research designs and approaches), pedagogical (developing robust tools and designs for formal and informal educational environments, developing spaces to mentor the next generation of scholars), and professional (a network of scholars poised to intervene and take leadership roles in the field). Educational equity requires expanding the influence of socio-cultural approaches and bringing them into the foreground of cyberlearning.