EAGER: MAKER: Enhanced learning through making by way of personalized content for animation and fabrication

EAGER：MAKER：通过动画和制作的个性化内容来增强学习

• 批准号: 1829722
• 负责人: Peter Wardrip
• 金额: $ 24.06万
• 依托单位: University of Wisconsin-Madison
• 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: 2017-12-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1829722&HistoricalAwards=false
• 关键词: EAGER; MAKER; Enhanced; learning; through

This project seeks to impact the process of learning through Making by investigating an approach that allows future Makers aged 5 to 10 years old to provide input to educators who develop creative and unique physical or digital products that appeal to other K-8 student populations. Through this research there is potential to provide better educational toys and artifacts that appeal to K through 8 students instead of the traditional educational products created through mass production. The idea that Making can support individualized educational products that are designed to the individual preferences of a child is exciting and novel. This research investigates the impact of personalized content originating from children as a means to promote play as a form of learning. This research investigates innovative interactive design tools as a way of learning-through-making. Also, this project assesses the efficacy of a museum Maker space and an afterschool program for working with educators and young learners. This project evaluates the impact of using hand drawings as a starting point to a complexly designed systems. Qualitative analysis using inputs from play-testing sessions held at the Pittsburgh Children's Museum and afterschool programs will be used for comparison of the student populations. Designs and innovations using interactive software will enable novel Maker activities and empower broader audiences. The additional experiences for young learners to become involved with mathematical models and computational software tools that automate tedious and challenging design tasks is exciting and novel. The project expertly integrates Maker activities into an extensive engineering based learning environment in an informal way to expose and encourage the future STEM workforce.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.

该项目试图通过调查一种方法来影响学习过程，该方法使未来的制造商5至10岁，以向开发有吸引力其他K-8学生人群的创造性和独特物理或数字产品的教育者提供意见。 通过这项研究，有可能提供更好的教育玩具和文物，这些玩具和文物通过8个学生吸引了K，而不是通过大规模生产创造的传统教育产品。制作可以支持针对儿童个人偏好设计的个性化教育产品的想法令人兴奋和新颖。 这项研究调查了源自儿童的个性化内容的影响，作为促进游戏形式的一种手段。 这项研究调查了创新的互动设计工具，以学习学习。 此外，该项目还评估了博物馆制造商空间的功效以及与教育者和年轻学习者合作的课后计划。该项目评估使用手绘作为复杂设计系统的起点的影响。 定性分析使用在匹兹堡儿童博物馆和课后课程举行的游戏测试课程的意见分析将用于比较学生人数。使用Interactive软件的设计和创新将使新颖的制造商活动并赋予更广泛的受众。 年轻学习者与数学模型和计算软件工具相关的其他经验是令人兴奋和新颖的。 该项目以非正式的方式将制造商的活动熟练地融入基于工程的学习环境中，以揭露和鼓励未来的STEM劳动力。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子和更广泛影响的评估评估来审查标准的。