Educational Design & Development: Planning for a STEM Learning Research Transformation

TERC和国际教育设计与发展协会（ISDDE）支持一个虚拟研讨会，以审查教育设计背后的严谨学术，并探索其改变STEM教学和学习环境的潜力。这个虚拟的工作坊让ISDDE的核心团队参与设计过程的表达和检查。关键问题是：我们对有效设计的要素和设计过程了解多少？设计和设计过程的哪些特征改变了STEM学习？规划小组编写了一系列论文，介绍了在STEM学习和教学的教学材料和专业发展领域中围绕设计问题的基本原则。一个由受访者和批判性思考者组成的虚拟小组对这些论文做出回应，并帮助制定进一步讨论和研究概念化的议程。在STEM教学材料和专业发展领域，设计什么以及如何设计以增强学生学习的基本原则，已委托撰写了四到五篇论文。这些论文将探讨提高学生学习的各种特点，如通用、落后和策略设计、嵌入式形成性评估、电子社区、个性化学习、网络学习、文化响应式教学和学习。多达10名“通讯员”准备对委托论文的书面评论。他们的评论在项目参与者中分发，并召集一个或多个虚拟讨论小组来收集和分析评论。编制和分发一份最终报告，为STEM学习中使用设计的后续研究和开发提供信息。目前编写的教学材料没有良好设计理论作为活动的基础。虚拟工作坊为具有长期教学材料开发和专业发展经验的人员以及具有设计专业知识的人员提供了一个活跃的社区，以便进行实质性对话，以产生最新的知识体系，为设计和设计过程的研究议程提供信息，以改变STEM教学和学习。

TERC and the International Society for Design and Development in Education (ISDDE) support a virtual workshop to examine the rigorous scholarship behind educational design and explore its potential for the transformation of STEM teaching and learning environments. The virtual workshop engages a core group of ISDDE principals in the articulation and examination of design processes. Key questions are: What do we know about the elements of effective design as well as the process of designing? What features of designs and the process of designing transform STEM learning? The planning group develops a collection of papers that present fundamental tenets surrounding design issues in the domains of instructional materials and professional development for STEM learning and teaching. A virtual panel of respondents and critical thinkers respond to these papers and help develop an agenda for further discussion and research conceptualization.Four to five papers are commissioned that address fundamental tenets about what to design and how to design for enhanced student learning in the domains of STEM instructional materials and professional development. The papers are to address various characteristics of enhanced student learning such as Universal, Backward and Strategic Design, embedded formative assessments, electronic communities, personalized learning, cyberlearning, culturally responsive teaching and learning. Up to 10 "correspondents" prepare written comments about the commissioned papers. Their comments are circulated among project participants and one or more virtual discussion panels are convened to assemble and analyze the comments. A final report that informs subsequent research and development in the use of design in STEM learning is compiled and disseminated. Instructional materials are presently being developed without a theory of good design underlying the activity. The virtual workshop develops an active community of people who have long experience in developing instructional materials and professional development and people with expertise in design to engage in substantive dialogue to produce an up-to-date body of knowledge to inform a research agenda for designs and design processes to transform STEM teaching and learning.