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Collaborative Research: Scaling Design Critique Through Novel Interactive Systems for In-Class Peer Feedback

协作研究：通过新颖的交互系统扩展设计批评，以获取课堂同行反馈

基本信息

批准号：
1821618
负责人：
Steven Dow
金额：
$ 23.55万
依托单位：
University of California-San Diego
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-10-01 至 2022-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821618&HistoricalAwards=false
关键词：
Collaborative Research Scaling Design Critique

项目摘要

With funding from the NSF Improving Undergraduate STEM Education (IUSE) program, this project will investigate how digital, in-class peer feedback systems can improve project-based learning in technical fields. It will also investigate how such feedback systems scale to various class sizes. This project focuses on the growing need to train American workers for jobs that need problem-solving abilities. It also addresses the need to actively engage students who avoid participation, due to social barriers such as discomfort with public speaking. Effective feedback is an important part of project-based learning. This project will support feedback activities in the classroom, where students can learn from the shared environment. In the system, both the author and reviewer are anonymous. This a feature may mitigate social barriers to participation and promote unbiased evaluation. This project will enhance an existing web-based, in-class peer feedback system. Specifically, it will add functionality so that the author of a project can ?review the reviewer? by providing the reviewer with feedback about the quality or usefulness of the review. Initial studies will occur at Carnegie Mellon University and the University of California San Diego. The goal of this project is to explore several unanswered questions about in-class peer feedback: how to improve the quality of in-class peer feedback using reflection activities; how to increase engagement with the peer feedback process using social factors such as emotional expressiveness and a sense of connection to peers; how data logs generated by a digital feedback application (PeerPresents) can help instructors with assessment and with implementing new class activities or pedagogies; and how in-class peer feedback might work differently in classes of different size. PeerPresents will be used as a platform to develop interventions, and to study student engagement in and the effectiveness of reciprocal peer feedback. Activities include deploying the system in classrooms, interviewing students and instructors, evaluating the quality of feedback provided, and analyzing system logs. The work has the potential to inform the design of future peer feedback systems, as well as to improve peer feedback practices within college classrooms.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在NSF改善本科STEM教育（IUSE）计划的资助下，该项目将研究数字化的课堂同伴反馈系统如何改善技术领域基于项目的学习。它还将研究如何这样的反馈系统的规模，以各种班级规模。该项目的重点是培训美国工人从事需要解决问题能力的工作的需求日益增长。它还解决了需要积极参与学生谁避免参与，由于社会障碍，如公众演讲的不适。有效的反馈是基于项目的学习的重要组成部分。该项目将支持课堂上的反馈活动，学生可以在共享环境中学习。在该系统中，作者和审稿人都是匿名的。这一特点可以减少参与的社会障碍，促进公正的评价。本项目将加强现有的基于网络的课堂同行反馈系统。具体来说，它将增加功能，使一个项目的作者可以？审查审查员？通过向审查者提供关于审查的质量或有用性的反馈。初步研究将在卡内基梅隆大学和加州圣地亚哥大学进行。本研究的目的是探讨几个关于课堂同伴反馈的未解之谜：如何利用反思活动提高课堂同伴反馈的质量;如何利用情感表达和同伴联系感等社会因素提高同伴反馈过程的参与度;数字反馈应用程序生成的数据日志（PeerPresents）可以帮助教师进行评估和实施新的课堂活动或课程;以及在不同规模的班级中，同伴反馈的效果可能会有所不同。PeerPresents将被用作一个平台，以制定干预措施，并研究学生的参与和相互同行反馈的有效性。活动包括在教室部署系统，采访学生和教师，评估所提供的反馈质量，并分析系统日志。这项工作有可能为未来的同行反馈系统的设计提供信息，并改善大学课堂内的同行反馈实践。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Seeking Exemplars in the Wild: Exploring How Students Find Design Examples to Support Personalized Learning

在野外寻找范例：探索学生如何寻找设计示例来支持个性化学习

DOI：
10.1145/3491140.3528303
发表时间：
2022
期刊：
Learning @ Scale
影响因子：
0
作者：
Yen, Yu-Chun Grace;Dow, Steven P.
通讯作者：
Dow, Steven P.

InterWeave: Presenting Search Suggestions in Context Scaffolds Information Search and Synthesis

InterWeave：在上下文支架信息搜索和合成中呈现搜索建议

DOI：
10.1145/3526113.3545696
发表时间：
2022
期刊：
ACM Symposium on User Interface Software and Technology
影响因子：
0
作者：
Palani, Srishti;Zhou, Yingyi;Zhu, Sheldon;Dow, Steven P.
通讯作者：
Dow, Steven P.

Framing Creative Work: Helping Novices Frame Better Problems through Interactive Scaffolding

构建创造性工作：帮助新手通过交互式脚手架构建更好的问题

DOI：
10.1145/3450741.3465261
发表时间：
2021
期刊：
ACM Creativity and Cognition
影响因子：
0
作者：
MacNeil, Stephen;Ding, Zijian;Quan, Kexin;Parashos, Thomas j;Sun, Yajie;Dow, Steven P.
通讯作者：
Dow, Steven P.

How Guiding Questions Facilitate Feedback Exchange in Project-Based Learning

指导性问题如何促进基于项目的学习中的反馈交换