Collaborative Research: Mixing Learning Experiences for Computer Programming Accorss Museums, Classrooms, and the Home Using Computational Music

这个项目是西北大学佐治亚理工学院和亚特兰大设计博物馆以及芝加哥科学与工业博物馆的团队合作的，将调查如何促进和扩大博物馆和其他非正式学习环境中的观众对计算的参与，这些环境可以转移到家庭和学校参与(反之亦然)。该项目旨在解决国家需要在将计算机素养作为21世纪STEM的核心技能方面取得重大进展的需要。该项目将把他们目前在EarSketch系统上的工作改编并扩展到新的场地，该系统将计算机编程概念与音乐混音联系起来，即处理音乐样本、节拍和效果。该倡议涉及一个为期四年的迭代设计和开发基于EarSketch学习环境的有形编程环境的过程。该团队将开发三个新的应用程序：供博物馆使用的多用户桌面展览TuneTable；供家庭和学校使用的较小版本TunePad；以及早期的EarSketch程序和两个新设备之间的在线连接。其目标是：a)让博物馆学习者参与创作音乐的协作、有趣的编程体验；b)引导博物馆学习者利用EarSketch学习环境在线进一步学习和计算音乐体验；c)吸引当地学校的EarSketch学习者参观博物馆并与TuneTable新手用户互动，无论是作为博物馆工作坊的导师还是博物馆嘉宾；以及d)为开发一种规模较小、负担得起的有形体验提供信息，这种体验可用于家庭或较小的教育环境，如教室和社区中心。除了开发新的学习体验外，该项目还将测试这一假设，即在多个环境(如博物馆、家庭和教室)通过计算机编程创造性、玩耍和社交参与艺术可以鼓励：a)更多的学习者参与计算机编程，b)与其他学习者的社交联系，c)对计算的积极态度，以及d)使用和识别用于个人音乐表达的计算概念。该项目的知识建设工作包括对四个主要问题的研究，这些问题与SageFox就实施的保真度、影响、展品的成功和桥梁环境的成功进行的目标和评估过程有关。方法将借鉴积极的长期参与方法(不引人注目的观察、访谈、跟踪和计时、数据总结和小组汇报)以及参与性行动研究方法。这项工作由推进非正式STEM学习计划(AISL)资助，该计划旨在促进对非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。

This project, a collaboration of teams at Georgia Institute of Technology, Northwestern University, and the Museum of Design Atlanta and the Museum of Science and Industry in Chicago, will investigate how to foster engagement and broadening participation in computing by audiences in museums and other informal learning environments that can transfer to at-home and in-school engagement (and vice versa). The project seeks to address the national need to make major strides in developing computing literacy as a core 21st century STEM skill. The project will adapt and expand to new venues their current work on their EarSketch system which connects computer programming concepts to music remixing, i.e. the manipulation of musical samples, beats and effects. The initiative involves a four-year process of iteratively designing and developing a tangible programming environment based on the EarSketch learning environment. The team will develop three new applications: TuneTable, a multi-user tabletop exhibit for museums; TunePad, a smaller version for use at home and in schools; and an online connection between the earlier EarSketch program and the two new devices. The goal is to: a) engage museum learners in collaborative, playful programming experiences that create music; b) direct museum learners to further learning and computational music experiences online with the EarSketch learning environment; c) attract EarSketch learners from local area schools to visit the museum and interact with novice TuneTable users, either as mentors in museum workshops or museum guests; and d) inform the development of a smaller scale, affordable tangible-based experience that could be used at homes or in smaller educational settings, such as classrooms and community centers. In addition to the development of new learning experiences, the project will test the hypothesis that creative, playful, and social engagement in the arts with computer programming across multiple settings (e.g. museums, homes, and classrooms) can encourage: a) deeper learner involvement in computer programming, b) social connections to other learners, c) positive attitudes towards computing, and d) the use and recognition of computational concepts for personal expression in music. The project's knowledge-building efforts include research on four major questions related to the goals and evaluation processes conducted by SageFox on the fidelity of implementation, impact, success of the exhibits, and success of bridging contexts. Methods will draw on the Active Prolonged Engagement approach (unobtrusive observation, interviews, tracking-and-timing, data summaries and team debriefs) as well as Participatory Action Research methods. This work is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.