Multimedia Immersion Inspires STEM Learning

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。多媒体沉浸（MI）项目将为高中生开发，试点和评估为期九周的STEM丰富的多媒体制作课程。MI将通过设计和评估多个城市高中九周多媒体课程的承诺和挑战，为该领域做出重要贡献。MI课程将让学生团队开发一个个人和社会相关的故事情节，指导他们使用无障碍音频和视频技术来创建一个五分钟的动画视频。为了培养学生的STEM经验并提供技术支持，该项目将提供工程方面的指导和学习经验（例如，标准、约束、优化、折衷）、科学（例如，声音、光、能量、力学）和多媒体技术（例如，基于计算机的音频制作、视频编辑和通过动画的可视化（即，拍摄一系列带有配乐的故事板）。 由于该课程将工程和科学学习置于多媒体制作的背景下，因此与现有的几门高中课程（包括工程设计，音频/视频媒体制作和多媒体技术）有着天然的协同作用。虽然这些课程通常是高中的选修课，但就感兴趣的主题制作一个5分钟的动画短片可能会鼓励女孩和代表性不足的群体的学生选择这门课程而不是其他选修课。MI每年将影响10名教师和大约250名高中生。该项目将产生以下资源：为期九周的课程单元（多媒体、科学、工程）;监测学生学习科学、工程和技术的评估（设计日志）;以及对学生知识、兴趣变化的研究。项目资源将通过会议演示、出版物和在线网络研讨会传播给教师、研究人员、课程和专业发展提供者。MI项目建立在学生对音乐，视频和技术的熟悉和兴趣的基础上，以促进：（1）对工程设计和物理的理解，（2）对STEM在流行文化中的基本作用的欣赏。项目评估将利用学生调查和工作产品的检查结合实施的挑战和成功，以生成的高中多媒体课程，明确解决科学和工程学习的可行性和实用性的证据。项目评估将使用学生设计日志作为学生设计过程和概念理解的窗口。学生设计日志是多元智能课程设计的基本特征。通过适当的结构，这些设计日志可以为教学提供信息，为学生提供反思自己工作的机会，并为评估目的提供学生思考和学习的证据。使用学生的设计日志作为一个窗口，进入学生的设计过程和概念的理解是一个重要的贡献，工程教育界有几个选项来衡量学生的知识的方式是一致的动手，迭代性质的设计过程。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. The Multimedia Immersion (MI) project will develop, pilot, and evaluate a nine-week STEM-rich multimedia production course for high school students. MI will make important contributions to the field through its efforts to design and evaluate the promises and challenges of a nine-week multimedia curriculum in multiple urban high schools. The MI course will engage teams of students to develop a personally and socially relevant storyline that guides their use of accessible audio and video technologies to create a five-minute animated video. To develop student STEM experience and provide technical support, the project will provide guidance and learning experiences in engineering (e.g., criteria, constraints, optimization, tradeoffs), science (e.g. sound, light, energy, mechanics) and multimedia technologies (e.g., computer based audio production, video editing and visualizations through animatics (i.e., shooting a succession of storyboards with a soundtrack). Because the curriculum situates engineering and science learning in the context of multimedia production, there are natural synergies with several existing high school courses including engineering design, audio/video media production, and multimedia technology. Although these courses are typically electives in high school, developing a 5-minute animated short on a topic of interest may encourage girls and students from underrepresented groups to select this course over other electives. MI will impact 10 teachers and approximately 250 high school students per year. The project will result in the following resources: nine-week curricular unit (multimedia, science, engineering); assessments to monitor student learning of science, engineering and technology (design logs); and research on changes in student knowledge, interest). Project resources will be disseminated to teachers, researchers, and curriculum and professional development providers via conference presentations, publications, and online webinars. The MI project builds on student familiarity and interest in music, video and technology to promote an: (1) understanding of engineering design and physics and (2) an appreciation of the fundamental role of STEM in popular culture. Project evaluation will be conducted using student surveys and an examination of work products in conjunction with implementation challenges and successes to generate evidence for the feasibility and utility of a high school multimedia course that explicitly addresses science and engineering learning. Project evaluation will use student design logs as a window into student design processes and conceptual understanding. Student design logs are an essential feature of MI curriculum design. With an appropriate structure, these design logs can inform teaching, afford an opportunity for students to reflect on their own work, and provide evidence of student thinking and learning for assessment purposes. Using student design logs as a window into students' design process and conceptual understanding is an important contribution to the engineering education community which has few options for measuring student knowledge in ways that are consistent with the hands-on, iterative nature of the design process.