INDP: Inquiry Hub

“探究中心”项目汇集了教育研究人员、计算机科学家、学区领导、课程开发人员、互动资源提供商和多个STEM课程出版商的合作伙伴关系，采用系统的方法进行以学习者为中心的教学，促进对不同学习者不同需求的适应性和响应性。该合作伙伴关系整合了几个突出的技术和课程创新，这些创新是由先前的NSF支持产生的，它们正在用户驱动的、基于设计的实施研究的迭代周期中进行部署。形成性数据，如使用日志、调查、访谈和课堂观察，为这项工作的后续版本提供信息；并利用层次线性模型的纵向分析来评估对教师实践和学生学习的影响。该项目有三个主要产出：1)一个内容平台，让学生、教师和学区更广泛地获取严谨的、以学习者为中心的课程资源；(2)创新软件适配服务，结合有针对性的专业发展，显著提高教师以学习者为中心的课程定制教学能力，更好地满足不同学习者的需求；iii)由合作伙伴组织和企业组成的网络，为扩展和维持项目活动提供必要的社交平台。这个项目的智力价值在于它展示了一种利用数字课程和网络学习服务大规模改善教与学的模式。特别是，它在三个领域推进理论和实践知识：1)最先进的计算基础设施，以支持一种有效的方式来提供定制的内容视图；2)学习科学理论，研究创新的网络学习服务如何使教师能够有效地适应学习资源，以满足不同学习者的需求；3)理解扩大和维持基于研究的社会结构和协作过程。涉及多个机构参与者的网络学习创新。通过开发一种新的组织和商业模式，将基于研究的数字课程和软件服务推向市场，可以感受到该项目更广泛的影响。此外，在一个大型的、多样化的城市地区测试该项目的实施，证明了它作为一种具有成本效益的机制的可行性，可以将以学习者为中心的教学和课程规模化，从而改善所有人的学习。

The "Inquiry Hub" project brings together a partnership of educational researchers, computer scientists, school district leaders, curriculum developers, interactive resource providers, and multiple publishers of STEM curricula to undertake a systemic approach to learner-centered teaching that promotes adaptability and responsiveness to the differing needs of diverse learners. The partnership integrates several prominent technology and curriculum innovations resulting from prior NSF support, which are being deployed in iterative cycles of user-driven, design-based implementation research. Formative data such as usage logs, surveys, interviews, and classroom observations are informing successive versions of this work; and a longitudinal analysis utilizing hierarchical linear modeling is being used to evaluate impact on teacher practice and student learning. The project has three primary outputs: i) a content platform to make rigorous, learner-centered curriculum resources more widely accessible to students, teachers, and districts; ii) innovative software adaptation services, coupled with targeted professional development, to significantly improve teachers' ability to customize their teaching with learner-centered curricula so as to better meet the needs of diverse learners; and iii) a network of partner organizations and businesses to provide the social platform necessary for scaling and sustaining the project's activities. The intellectual merit of this project lies in its demonstration of a model for employing digital curricula and cyberlearning services to bring about improvements to teaching and learning at scale. In particular, it is advancing theory and practical knowledge in three areas: i) the state- of-the-art in computational infrastructures to support an efficient way to offer customized views of content, ii) learning science theory to study how innovative cyberlearning services enable teachers to make effective adaptations to learning resources so as to meet the needs of diverse learners, and iii) understanding of the social structures and collaboration processes needed to scale and sustain research-based, cyberlearning innovations that involve multiple institutional actors. The project's broader impacts are being felt through its development of a new organizational and business model for bringing research-based, digital curriculum and software services to market. Furthermore, testing the implementation of this project in a large, diverse urban district is demonstrating its viability as a cost-effective mechanism for bringing learner-centered teaching and curriculum to scale in a way that leads to improved learning for all.