InterLACE: Interactive Learning and Collaboration Environment

这个项目，在塔夫茨大学工程教育和推广中心（CEEO）设计，构建和现场测试一个基于网络的，在线协作环境，以支持基于探究的高中物理的教学和学习。 基于之前NSF资助的RoboBooks（一种交互式数字工作簿环境）的工作，该团队正在定制该平台，以包括支架和其他支持物理学习的支持，促进课堂内的互动和协作，并促进基于设计的科学实验方法。 InterLACE团队假设，在课堂学习活动中无缝整合物理内容和过程技能的技术将为学生提供各种各样的好处，从改善学习成果和增加内容知识到态度和社交展示的收益。这项工作的假设是基于研究，表明教师认为适当实施基于设计的，探究项目是耗时的，并且在没有大的脚手架或其它支撑物的教室中可能难以管理和促进。 使用基于设计的研究与少量的教师和学生，PI迭代开发系统和辅助材料，并生成一个基于网络的实现，通过设计查询的各个阶段，支持学生。 在该项目的最后几年进行的准实验性试验用于确定该技术的可用性和该系统在提高教学和学习方面的功效。 通过开发的工具和活动，研究人员预计，有效的探究学习和增强的可访问性，以满足不同的学习者和教师的需求，通过这个项目，PI（1）获得了深入的见解，使他们能够完善InterLACE平台，以便在短期内实施并扩大规模，作为设计的支持-基于探究的科学项目，（2）推进理论，设计和实践，以支持基于技术的学习环境的设计，（3）了解如何连接学生？假设、想法和数据影响他们对物理内容和科学探究技能的学习。

This project, under the Tufts University Center for Engineering Education and Outreach (CEEO) designs, constructs, and field-tests a web-based, online collaborative environment for supporting the teaching and learning of inquiry-based high school physics. Based on prior NSF-funded work on RoboBooks, an interactive digital workbook environment, the team is customizing the platform to include scaffolds and other supports for learning physics, fostering interaction and collaboration within the classroom, and facilitating a design-based approach to scientific experiments. The InterLACE team hypothesizes that technology seamlessly integrating physics content and process skills within a classroom learning activity will provide a wide variety of student benefits, ranging from improved learning outcomes and increased content knowledge to gains in attitudinal and social displays as well.The hypothesis for this work is based on research that indicates teachers believe proper implementation of design-based, inquiry projects are time consuming and can be difficult to manage and facilitate in classrooms without great scaffolding or other supports. Using design-based research with a small number of teachers and students, the PIs iteratively develop the system and supporting materials and generate a web-based implementation that supports students through the various stages of design inquiry. A quasi-experimental trial in the final years of the project is used to determine the usability of the technology and efficacy of the system in enhancing teaching and learning. Through the tools and activities developed, the researchers anticipate showing increases in effective inquiry learning and enhanced accessibility to meet the needs of diverse learners and teachers, leading to changes in classroom practice.Through this project the PIs (1) gain insights that will enable them to refine the InterLACE platform so it can be implemented and brought to scale in the near terms as a support for design-based inquiry science projects, and (2) advance theory, design and practice to support the design of technology-based learning environments, and (3) understand how connecting students? hypotheses, ideas, and data impacts their learning of physics content and scientific inquiry skills.