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。能力建设(CAP)项目提高了研究人员了解未来应如何设计和使用此类技术的能力，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，我们可以推进研究和设计进程，通过在整个学者网络中建设能力，实质性地解决文化和多样性问题，这些学者拥有在学习科学和网络学习中如何形成这些问题的专门知识。该项目将组织两次小型会议，将一群代际学习和技术学者聚集在一起，共同阐述制定、研究和应对长期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发展了一系列研究，将学习从根本上视为一种文化过程，位于更广泛的社会、政治和经济限制之下。该项目的目的是：1)集体确定和命名严格、注重公平的研究所必需的权力关系和文化视角，包括其中的核心紧张关系和辩论；2)清楚地阐明这些视角如何对新技术和学习环境的设计和研究产生实质性影响；3)制定战略，在网络学习和学习科学中建立这些概念性工具；以及4)规划新技术流派和学习安排的设计和研究理论化的研究议程。该项目还将有助于阐明可用于推进以公平为导向的网络学习研究的严谨性的标准。我们将传播以下交付成果：概念上的(理论工具)、方法上的(研究设计和方法)、教学上的(为正式和非正式的教育环境开发强有力的工具和设计，开发指导下一代学者的空间)和专业的(准备在该领域介入并发挥领导作用的学者网络)。教育公平要求扩大社会文化方法的影响，并将其纳入网络学习的前台。

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.