Collaborative Research: Fire: Productive Disciplinary Engagement in a Complex Virtual Engineering Task; Authenticity, Rolls, and Activity

这项合作提案将来自一个机构（俄勒冈州立大学）的工程教育研究人员和来自另一个机构（华盛顿大学）的学习科学家聚集在一起，进行为期两年的项目，涉及两项研究，旨在调查在顶点课程的协作虚拟工程任务中如何支持和约束富有成效的学科参与。在一项研究中，社会文化和情感框架将对现有数据（已经进行了认知分析）产生影响，以探索五个学生小组之间以及小组和教师之间的互动。这些次要分析将集中在参与模式、话语过程和嵌入在课程大背景下的群体的社会背景上，目的是阐明参与和学习发展的方式。第二项研究将需要分析主要数据（通过对顶点课程学生的前后调查收集），以调查虚拟实验室小组的经验与学生学习、对工程的兴趣和研究生计划之间的关系。

This collaborative proposal brings together engineering education researchers from one institution (Oregon State University) and learning scientists from another (University of Washington) in a two-year project involving two studies designed to investigate how productive disciplinary engagement is supported and constrained in a collaborative virtual engineering task in a capstone course. In one study, sociocultural and affective frames will be brought to bear on extant data (already analyzed cognitively) in order to explore interactions within five student groups working on the task, and between groups and instructor. These secondary analyses will focus on patterns of engagement, discourse processes, and social context of the groups embedded in the larger context of the course with the aim of shedding light on the ways in which engagement and learning develop. The second study will entail analyses of primary data (collected via pre- and post- surveys of students in the capstone course) to investigate the relationship of the experience in the virtual laboratory groups and student learning, interest in engineering, and post-graduate plans.