The CryptoClub: Extending Learning with Student-Generated Tutorials

在现有的CryptoClub课后项目中，中学生使用数学来制作和破解密码。 CryptoClub网站有加密工具，破解消息，寻宝和其他活动。 在这个项目中，十五个加密俱乐部的学习通过让学生生成解释他们如何解决数学和加密问题的教程来扩展。 课后设置的灵活性提供了尝试内容和技术的机会。 开发了学生友好的创建教程的方法，并研究了将教程制作纳入CryptoClub程序的最佳实践。 由学生和教师创建的一系列经过审查的关于数学和密码学的在线教程将在CryptoClub网站上向所有人提供。 至少有15名教师将接受培训，以协助学生编写教程。然后，这些教师可以在教授其他数学主题时使用这种学习技巧。 本研究调查了学生和教师认为具有吸引力和易于学习的教程的特征。 研究了各种数学问题，使有用的教程和促进沟通技巧。 通过关注特定主题并使用相同俱乐部中的学生作为对照，项目领导可以对这些主题的学习进行受控研究，从而调查学生是否从开发视频教程的经验中学习数学。 该项目还考虑了促进教程开发的技术和软件，以及促进教程开发、提交和使用的在线分享、评级和分类视频教程的系统。 评价工作由一名独立评价员和一个咨询委员会进行。 学生将发展数学，计算机技术和通信方面的技术素养和技能，并意识到密码学也可能成为STEM职业。 该项目加深了学生对数学推理的理解，支持他们自我效能的发展，并增加了他们对使用数学的STEM和STEM职业的兴趣。

In existing CryptoClub after school programs, middle school students use mathematics to make and break secret codes. The CryptoClub website has tools for encrypting, messages to crack, treasure hunts and other activities. In this project, the learning in fifteen Crypto Clubs is extended by having the students generate tutorials that explain how they solve mathematics and cryptographic problems. The flexibility of the after school setting provides the opportunity to experiment with content and technology. Student-friendly ways to create the tutorials are developed and best practices for incorporating tutorial making in CryptoClub programs are investigated. A collection of vetted online tutorials about mathematics and cryptography created by students and teachers is to be available to all on the CryptoClub website. At least 15 teachers are to be trained to assist their students in developing tutorials. These teachers can then use this learning technique as they teach other mathematics topics. The research investigates the features of the tutorials that students and teachers consider to be appealing and easy to learn from. The kinds of mathematics problems that make helpful tutorials and promote communications skills are studied. By focusing on specific topics and using students within the same clubs as control, the project leadership can conduct a controlled study of learning that occurs on those topics and thus investigate whether the students learn mathematics from the experience of developing video tutorials. The project also considers the technology and software that facilitate the development of the tutorials and the system for online sharing, rating and sorting of video tutorials that promote the development, submission and use of the tutorials. Evaluation is done by an independent evaluator and an advisory board. Students will develop technical literacy and skills in mathematics, computer technology and communications and become aware of cryptography as a possible STEM career as well. The project deepens students' understanding of mathematical reasoning, supports their development of self-efficacy and increases their interest in STEM and STEM careers that use mathematics.