CAREER: Bridging Formal and Everyday Learning through Wearable Technologies: Towards a Connected Learning Paradigm

职业：通过可穿戴技术连接正式学习和日常学习：迈向互联学习范式

• 批准号: 1942937
• 负责人: Sharon Lynn Chu
• 金额: $ 75万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-03-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1942937&HistoricalAwards=false
• 关键词: CAREER; Bridging; Formal; Everyday; Learning

A significant problem in science learning is that students do not always see the relevance of the concepts they are learning. This lack of perceived relevance may then lead to less student engagement in science. This project will investigate how to connect 4th to 6th grade students’ out-of-classroom, everyday experiences with formal in-classroom science instruction through the use of wearable and visualization technologies. Students will use wearable technologies to capture their everyday experiences related to science and reflect on these experiences through a web-based interface. A dashboard application will support teachers in tailoring their classroom science lesson plans accordingly. The project will contribute to our understanding of how to design wearable technologies for connecting learning across contexts and will inform a framework of teaching science that is better grounded in students’ everyday experiences with science concepts. Students from two highly diverse K-12 schools will participate in the project. Outcomes of the project will lead to the design of new structures for connected science learning that are responsive to diverse student experiences and backgrounds.In investigating connected learning across both everyday experience and formal school contexts, the project consists of a 4-phase work plan over five years. Phase 1 will explore how to support 4th to 6th grade students with wearable technologies to reflect on their everyday experiences through the lens of science concepts. Phase 2 will conduct iterative participatory design sessions with pre- and in-service teachers to investigate how to support them in incorporating students’ everyday science reflections into school instruction through interactive dashboards. Phase 3 will develop an exemplar system that integrates the designed wearable with the teacher dashboard. Two evaluation studies will be conducted with two partner schools: the first study will address a single science concept, and the second study will be longer-term, allowing teachers to have free-use of the system for any number of science concepts over a semester. Phase 4 will identify guidelines for connected learning technologies and determine the extent to which these guidelines may generalize to other education levels (e.g., STEM college sophomores). Both qualitative and quantitative data will be collected across the phases to assess the impact of the connected learning system on students’ perceived relevance of science, motivation to engage in science, scientific thinking or mindset, and teachers’ classroom instruction. Workshops will also be conducted to introduce teachers to the paradigm of connected learning, and the associated technologies. Overall, by connecting students’ science-related everyday experiences with formal instruction, the project will lead to more personally relevant student learning, and ultimately to an educational approach that is more receptive to a diverse student population.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.

科学学习中的一个重要问题是，学生并不总是看到他们正在学习的概念的相关性。这种缺乏相关性的感觉可能会导致学生对科学的参与减少。该项目将研究如何通过使用可穿戴和可视化技术，将4至6年级学生的课堂外日常体验与正式的课堂科学教学联系起来。学生将使用可穿戴技术来捕捉他们与科学相关的日常经验，并通过基于网络的界面反思这些经验。仪表板应用程序将支持教师相应地定制他们的课堂科学课程计划。该项目将有助于我们理解如何设计可穿戴技术，以连接跨环境的学习，并将为科学教学框架提供信息，该框架更好地基于学生对科学概念的日常体验。来自两所高度多样化的K-12学校的学生将参加该项目。 该项目的成果将导致设计新的结构，连接科学学习，是响应不同的学生的经验和背景。在调查连接学习在日常经验和正式的学校环境，该项目包括一个为期五年的4阶段工作计划。第一阶段将探索如何支持4至6年级的学生与可穿戴技术，以反映他们的日常经验，通过科学概念的透镜。第二阶段将与职前和在职教师进行迭代参与式设计会议，以研究如何支持他们通过互动仪表板将学生的日常科学反思纳入学校教学。第三阶段将开发一个范例系统，将设计的可穿戴设备与教师仪表板集成在一起。将与两所伙伴学校进行两项评估研究：第一项研究将针对单一的科学概念，第二项研究将是长期的，允许教师在一个学期内免费使用该系统来处理任何数量的科学概念。第四阶段将确定互联学习技术的指导方针，并确定这些指导方针在多大程度上可以推广到其他教育水平（例如，STEM学院学生）。我们会在各阶段收集质性和量性数据，以评估互联学习系统对学生感知的科学相关性、从事科学的动机、科学思维或心态，以及教师的课堂教学的影响。此外，亦会举办工作坊，向教师介绍互联学习的模式及相关技术。总的来说，通过将学生与科学相关的日常经验与正式教学相结合，该项目将使学生的学习更贴近个人，并最终形成一种更容易接受多样化学生群体的教育方法。该奖项反映了NSF的法定使命，并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，被认为值得支持。

项目成果

Supporting lifelong learning: Comparing an in-situ and a post hoc approach to support everyday question-asking

支持终身学习：比较支持日常提问的现场方法和事后方法

• 发表时间: 2023
• 期刊: Educational Technology & Society,
• 作者: Rani, N.;Chu, S. L.;Williamson, Y. G.
• 通讯作者: Williamson, Y. G.

Research on Wearable Technologies for Learning: A Systematic Review

• DOI: 10.3389/feduc.2023.1270389
• 发表时间: 2022-01
• 期刊: ArXiv
• 作者: Sharon Lynn Chu Yew Yee;Brittany M. Garcia;Neha Rani

Wearables can help me learn: A survey of user perception of wearable technologies for learning in everyday life

• DOI: 10.1007/s10639-021-10726-6
• 发表时间: 2021-09
• 期刊: Education and Information Technologies
• 影响因子: 5.5
• 作者: Neha Rani;S. Chu