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。能力建设项目提高了研究人员的能力，使他们能够了解今后应如何设计和使用这种技术，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进行设计的问题。我们正处于这样一个阶段，我们可以推进调查和设计的过程，通过在学习科学和网络学习中如何形成这些问题的专家学者网络中建立能力，实质性地解决文化和多样性问题。该项目将组织两个小型会议，汇集了一个跨代的学习和技术学者群体，共同阐述框架，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，将学习视为一个处于更广泛的社会，政治和经济限制中的基本文化过程。该项目旨在：1）共同确定和命名的权力关系和文化的观点，严格的，以公平为导向的研究，包括中心的紧张局势和辩论; 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，以建立这些概念工具在网络学习和学习科学;以及4）绘制研究议程，以理论化新技术类型和学习安排的设计和研究。该项目还将有助于阐明可用于提高以公平为导向的网络学习研究的严谨性的标准。我们将传播的交付成果是概念（理论工具），方法（研究设计和方法），教学（开发强大的工具和设计，为正式和非正式的教育环境，开发空间，指导下一代学者）和专业（学者网络准备干预，并在该领域发挥领导作用）。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.