EXP: Collaborative Research: Smart Spaces for Making: Networked Physical Tools to Support Process Documentation and Learning

EXP：协作研究：智能制作空间：支持过程记录和学习的网络物理工具

• 批准号: 1736189
• 负责人: Marti Louw
• 金额: $ 41.67万
• 依托单位: Carnegie-Mellon University
• 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: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1736189&HistoricalAwards=false
• 关键词: EXP; Collaborative; Research; Smart; Spaces

This exploratory learning research and design project will study how to use emerging technologies to help document practices in maker-based learning experiences. Despite its established potential for consolidating learning and sense-making, project documentation is often overlooked, not prioritized or seen as burdensome and therefore not integrated into the learning experiences. The project team seeks to understand and address with practice partners the barriers to documentation by systematically exploring how to physically embed and incorporate smart tools and documentation practices into learning environments, specifically creative hands-on learning spaces, like makerspaces. The goal is to understand how to scaffold learners to become more aware, reflective and attentive to their progress towards learning outcomes by embedding supportive tools physically in space as the actions unfold. Making and maker-based learning experiences offer tremendous opportunities to more fully engage diverse learners in STEM education and build a workforce prepared for innovation. Documentation of these learning experiences, both as an authentic practice that professionals engage in as well as an assessment practice for instruction, is often not supported. The project will create open source documentation for solutions and develop supporting case studies, web resources and guides to facilitate easy uptake and adoption of promising approaches.This proposal will make significant research contributions in three ways: (1) develop and iteratively test a suite of embedded "smart" tools designed to scaffold, manage and trace process documentation practices; (2) study the integration of these tools in formal and informal activities and programs settings and characterize their influence on instruction and the assessment of learning outcomes; (3) establish a set of rubrics based on learner data streams to aid instruction and mark learner progress. Improving documentation practices and the assessment of learning outcomes will advance making as a core STEM educational activity. Through a better understanding of why and how to place networked documentation tools sensitive to space, time and context cues, the threshold for enactment and scaffolded usage can be lowered in a broader range of settings. Ultimately, this exploratory project will not only develop an integrated set of situated documentation tools, but also help us develop hypotheses for how documentation as a mediating process productively supports learning.

这个探索性学习研究和设计项目将研究如何使用新兴技术来帮助记录基于制造商的学习经验中的实践。尽管项目文件在巩固学习和形成认识方面具有公认的潜力，但它往往被忽视，没有被列为优先事项，或被视为累赘，因此没有被纳入学习经验。项目团队试图通过系统地探索如何将智能工具和文档实践实际嵌入和纳入学习环境，特别是创造性的动手学习空间，如创客空间，来了解和解决实践合作伙伴的文档障碍。目标是了解如何通过在行动展开时在空间中实际嵌入支持工具，使学习者能够更加意识到、反思和关注他们在学习成果方面的进展。制造和基于制造者的学习体验提供了巨大的机会，可以让不同的学习者更充分地参与STEM教育，并建立一支为创新做好准备的劳动力队伍。这些学习经验的文件，无论是作为一个真正的实践，专业人士从事以及评估实践的指导，往往不支持。 该项目将为解决方案创建开源文档，并开发支持案例研究、网络资源和指南，以促进容易理解和采用有前途的方法。该提案将在三个方面做出重大研究贡献：（1）开发和迭代测试一套嵌入式“智能”工具，旨在构建、管理和跟踪流程文档实践;（2）研究这些工具在正式和非正式活动和课程设置中的整合，并描述它们对教学和学习成果评估的影响;（3）建立一套基于学习者数据流的规则，以帮助教学和标记学习者的进步。 改进文档编制实践和学习成果评估将推动使其成为STEM教育活动的核心。通过更好地理解为什么以及如何放置对空间、时间和背景线索敏感的网络文档工具，可以在更广泛的环境中降低颁布和脚手架使用的门槛。 最终，这个探索性的项目不仅将开发一套完整的文档工具，而且还帮助我们开发假设，作为一个中介过程的文档如何有效地支持学习。

项目成果

Tools with Histories: Exploring NFC-Tagging to Support Hybrid Documentation Practices and Knowledge Discovery in Makerspaces

• DOI: 10.1007/978-3-030-60152-2_4
• 发表时间: 2020
• 作者: Daragh Byrne;Marti Louw

MakerCards: Designing An Electronic Component Discovery Tool to Support Remote Physical Computing Education

MakerCards：设计电子元件发现工具以支持远程物理计算教育

• DOI: 10.1145/3459990.3465196
• 发表时间: 2021
• 期刊: Interaction Design and Children
• 作者: Luong, Miranda;Byrne, Daragh;Louw, Marti
• 通讯作者: Louw, Marti

Probing Documentation Practices: Reflecting on Students’ Conceptions, Values, and Experiences with Documentation in Creative Inquiry

探索文献实践：反思学生在创造性探究中的文献观念、价值观和经验

• DOI: 10.1145/3450741.3465391
• 发表时间: 2021
• 期刊: Creativity and Cognition
• 作者: Chen, Ricky;Demko, Mychajlo;Byrne, Daragh;Louw, Marti
• 通讯作者: Louw, Marti