CRII: Cyberlearning: Connecting Web Annotations and Progressive Online Discourse in Science Classrooms

CRII：网络学习：连接科学课堂中的网络注释和渐进式在线话语

• 批准号: 1657009
• 负责人: Bodong Chen
• 金额: $ 16.9万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2020-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1657009&HistoricalAwards=false
• 关键词: CRII; Cyberlearning; Connecting; Web; Annotations

Researchers, teachers, and curriculum experts continually seek ways to improve school science. This CRII project aims to bring school science into closer alignment with real-world science through deeper connections to public scientific discourse. The PI and his team will harness recent Open Web technologies to build a platform to transform scientific engagement in classrooms with the broader cyberspace. With various theory-driven supports provided by this platform, students will work collectively to build scientific understanding on the Open Web based upon a model of knowledge building. The project will produce design innovations that enable students to: navigate complex Web spaces and make sense of real-world problems collaboratively; deal with complex scientific idea landscapes beyond school walls; and, engage in sophisticated scientific practices not unlike those of real-world laboratories. This project will contribute to the goal of preparing a competent science workforce and a scientifically literate citizenry as emphasized in the NSF Strategic Plan 2014-2018. During the project, the PI will also contribute to teacher professional development activities, organize design and research workshops, and mentor emerging scholars from diverse backgrounds.Following a design-based research approach, this project will develop a technology prototype, Progressive Discourse on the Open Web (ProDow), to bridge discourse in an existing knowledge-building environment and the Open Web through collaborative social annotations. This work is grounded in decades of research on progressive knowledge-building discourse, understanding of how students learn science, and the latest Web technologies. The research objectives include: (a) identifying design principles and software architecture for ProDow; (b) exploring student use of ProDow for progressive knowledge-building discourse in science; and (c) determining whether, and under what conditions ProDow can support science learning. Through design inquiry and empirical investigations in science classrooms, this project will contribute to cyberlearning research by providing new means to support collaborative learning. Through a series of participatory design workshops with teachers and researchers, design solutions and functioning prototypes will be developed. Empirical investigations will take place in science classrooms in a high school with an ethnically and economically diverse student body in Minneapolis. Classroom observations, interviews, and system logs will be collected to investigate how students leverage social annotations to sustain their scientific discourse. This project will lead to three major research outcomes: (a) design principles for integrating social annotations into group knowledge building in science classrooms; (b) empirical knowledge of high-school students' use of social annotations in progressive scientific inquiry; and (c) the creation of a new technology prototype, ProDow, that embodies the design principles and empirical findings of this investigation.

研究人员，教师和课程专家不断寻求改善学校科学的方法。CRII项目旨在通过与公共科学话语的更深层次联系，使学校科学与现实世界的科学更紧密地结合起来。PI和他的团队将利用最新的开放网络技术建立一个平台，以更广泛的网络空间改变课堂上的科学参与。通过这个平台提供的各种理论驱动的支持，学生将共同努力，在知识构建模型的基础上，在开放网络上建立科学的理解。该项目将产生设计创新，使学生能够：浏览复杂的网络空间，并使现实世界的问题有意义的协作;处理复杂的科学思想景观超越学校的墙壁;并从事复杂的科学实践，不像那些现实世界的实验室。该项目将有助于实现NSF 2014-2018年战略计划中强调的培养一支有能力的科学工作队伍和科学素养的公民的目标。在此期间，PI还将为教师专业发展活动做出贡献，组织设计和研究研讨会，并指导来自不同背景的新兴学者。遵循基于设计的研究方法，该项目将开发一个技术原型，开放网络上的渐进式话语（ProDow），通过协作社会注释在现有知识构建环境和开放网络中架起话语的桥梁。这项工作是基于几十年来对进步知识建设话语的研究，对学生如何学习科学的理解，以及最新的网络技术。研究目标包括：（a）确定ProDow的设计原则和软件架构;（B）探索学生如何使用ProDow进行科学知识的渐进式建设;（c）确定ProDow是否以及在何种条件下能够支持科学学习。透过科学教室的设计探究与实证调查，本计画将提供支援合作学习的新方法，以促进网路学习的研究。通过与教师和研究人员的一系列参与式设计研讨会，将开发设计解决方案和功能原型。实证调查将在明尼阿波利斯一所高中的科学教室进行，该高中的学生群体在种族和经济上多样化。课堂观察，访谈和系统日志将被收集，以调查学生如何利用社会注释来维持他们的科学话语。该项目将导致三个主要的研究成果：（a）将社会注释整合到科学课堂的群体知识建设中的设计原则;（B）高中生在渐进式科学探究中使用社会注释的经验知识;以及（c）创建一个新的技术原型，ProDow，体现了设计原则和实证研究结果。

项目成果

Designing for Networked Collaborative Discourse: An UnLMS Approach

网络协作对话设计：UnLMS 方法

• DOI: 10.1007/s11528-018-0284-7
• 发表时间: 2019
• 期刊: TechTrends
• 影响因子: 2.5
• 作者: Chen, Bodong