IIS-ALT: Collaborative Case Studies in Problem-Based Learning for CISE

CISE（计算机和信息科学与工程）课程和教育基础设施的最新创新集中在密切模拟CISE专业人员工作的协作小组项目上。学生被要求确定需要学习什么来解决问题，组织解决方案的过程，创造性地应用知识，并反思他们做了什么，他们学到了什么。现实的学习活动和材料对学生具有内在的激励作用，因为它们不断提醒学习者在课堂之外的世界中有意义地应用知识和技能的可能性。此外，与他人一起学习自然会让学生在使用知识和技能来描述，解释，倾听，谈判和解释的背景下参与知识和技能。该PI将调查CISE课程中协作案例学习的技术可行性和教学效果。实际系统开发项目的案例研究将CISE课程内容放入生动的背景中，吸引学生，其中许多人将系统开发视为潜在的职业。我们的研究假设是，它是激励和有效的学生能够协作阅读和注释，理解和讨论，应用和阐述，分析和报告的案例研究直接在他们的学习环境中，无论他们是面对面还是分开。评估这一研究假设需要在基于案例的学习和协作系统技术的创新。研究人员将调查新的设计案例研究信息结构，基于问题的案例研究活动，并评估技术，以衡量协作的案例为基础的学习成果。他们还将通过增强涉及一系列同步和异步工作会话的小组项目中的活动意识以及支持最终用户配置、注释和创作，开发和研究团队与基于案例的内容协作的新方法。虽然案例研究资源被广泛使用，并经常通过互联网分发，还没有人调查这样的综合协作的基于案例的学习活动的计算机支持。该研究小组在基于案例的教学法和协作系统技术方面都有经验。

Recent innovations in CISE (computer and information science and engineering) curricula and educational infrastructures have focused on collaborative group projects that closely model the work of CISE professionals. Students are asked to identify what needs to learned to solve a problem, to organize a solution process, applying knowledge creatively, and to reflect on what they did and what they learned. Realistic learning activities and materials are intrinsically motivating to students because they constantly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. Moreover, learning with others naturally allows students to engage knowledge and skill in the context of using it to describe, explain, listen, negotiate, and interpret. The PIs will investigate the technological feasibility and pedagogical effectiveness of collaborative case-based learning in the CISE curriculum. Case studies of actual system development projects put CISE course content into vivid contexts that engage students, many of whom see system development as a potential career. Our research hypothesis is that it is motivating and effective for students to be able to collaboratively read and annotate, understand and discuss, apply and elaborate, analyze and report on case studies directly in their learning environment whether they are face-to-face or apart. Assessing this research hypothesis requires innovations in both case-based learning and collaborative systems technology. The researchers will investigate new designs for case study information structures, for problem-based case study activities, and for assessment techniques to measure collaborative case based learning outcomes. They will also develop and investigate new approaches for teams to collaborate with case-based content by enhancing activity awareness in group projects involving a significant series of synchronous and asynchronous work sessions and by supporting end-user configuration, annotation and authoring. Although case study resources are widely used, and frequently distributed via the Internet, no one has yet investigated computer support for such integrated collaborative case-based learning activities. This research group has experience in both case-based pedagogy and in collaborative systems technology.