DIP: Developing Frameworks, Tools and Social Practices to Support Effective Instructor use of Online Social Learning Networks in Blended Learning Models

在这个网络学习中：改革教育DIP（开发和实施）项目，PI侧重于了解各种工具，并帮助教师将支持他们，因为他们将学习技术的使用融入他们的课堂实践。在创建和管理“混合学习”环境方面存在各种挑战，在这种环境中，学生在课堂上学习，同时使用在线工具和资源并与远程合作者在线沟通。在学习如何设计这种环境和帮助教师学习在这些环境中实践方面，PI提出了七个关键的研究和发展需求：更好地理解网络技术独特提供的互动类型以及这些互动有助于学习的方式;记录和链接面对面和在线教学的共享数据集，以便分析学习成果;将在线学习工具纳入这种学习生态系统的设计原则;为教师提供灵活的教学工具和数据，帮助教师调整课堂编排，使他们能够重新调整在线互动结构;分析在线学习工具影响的共享框架;适当的协作工具;以及专业发展设施。该项目中的PI采用设计研究方法来设计这些技术和方法，并调查最能支持混合学习的社会技术系统的来龙去脉-创造学习机会的在线交互的类型和模式，什么导致学习成果，如何以及哪些数据可以捕获以分析学习，需要进行各种分析，以了解在线社会学习网络中的互动，以及支持从业者有效利用社会经济学的启示的方法，技术系统，以创建学习生态系统，促进数字扫盲和21世纪技能的学习以及学科学习。这项研究是在数字青年网络（DYN）的强大生态环境下进行的，DYN是一个已经存在的基础设施，用于在课后环境中将青年相互联系起来，其中包括各种数字查询和表达的工具。虽然许多教师了解技术在个人生活中的效用，课堂教学规范使大多数教师难以在课堂上有效利用网络技术。然而，必须确保我们的教育系统将数字和技术学习经验纳入日常学习活动，以确保所有青年都能掌握技术，并学习他们在21世纪世纪劳动力中所需的技能。该项目的重点是设计“混合学习”环境，帮助教师承担并学习在课堂上有效地使用数字技术，以帮助学生学习学科内容，学科技能，以及许多对他们的未来非常重要的沟通，协作和探究技能。此外，调查的重点是如何使用收集的数据，而学习者在网上从事学习活动，以帮助教师形象化的能力和理解个别学生，以便能够给予适当的关注，每个学生的需要。预计对所收集数据的分析，沿着其他研究人员未来的分析，将有助于提供新形式的在线分析工具，以记录与数字扫盲有关的互动和成果之间的关系，包括技能和理解以及其他重要能力的证据，如培养兴趣，传播知识，从事创造性实践，进行独立学习，以及拓展未来职业的想法。

In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs focus on understanding the kinds of tools and help for teachers that will support them as they integrate use of learning technologies into their classroom practices. There are a variety of challenges in creating and managing "blended learning" environments where students are learning in the classroom and also using tools and resources online and communicating with distant collaborators online. The PIs posit seven critical research and development needs in learning how to design such environments and help teachers learn to practice in these environments: better understanding of the types of interactions that are uniquely afforded by networked technologies and the ways those interactions contribute to learning; shared datasets that document and link face-to-face and online instructions in ways that enable analysis of learning outcomes; design principles for online learning tools to be integrated into such learning ecosystems; flexible instructional tools for teachers and data that help teachers to adjust classroom orchestration and allow them to realign online interaction structures; sharable frameworks for analyzing the affects of online learning tools; appropriate collaboration tools; and professional development facilities. The PIs in this project take a design research approach to the design of these technologies and approaches and to investigating the ins and outs of socio-technical systems that best support blended learning -- the types and patterns of online interactions that create opportunities for learning, what leads to learning outcomes, how and which data to capture to analyze learning, the kinds of analyses that are needed to inform understanding of interactions within online social learning networks, and ways of supporting practitioners in effectively using the affordances of the socio-technical system to create learning ecosystems that promote digital literacy and learning of 21st century skills along with disciplinary learning. This research is being carried out in the context of the robust ecology of the Digital Youth Network (DYN), an already-existing infrastructure for connecting youth to each other in after-school contexts that includes a variety of tools for digital inquiry and expression.While many teachers understand the utiity of technology in their personal lives, the norms of classroom instruction make it difficult for the majority of teachers to make effective use of networked technologies in their classrooms. However, it is essential to make sure that our educational systems integrate digital and technological learning experiences into daily learning activities to ensure that all youth become technologically literate and learn the skills they need for engaging in the 21st century workforce. This project focuses on designing "blended learning" environments and helping teachers take on and learn to productively use digital technologies in their classrooms to help students learn disciplinary content, disciplinary skills, and the many communication, collaboration, and inquiry skills so important to their futures. As well, investigation focuses on how to use the data collected while learners are engaging in learning activities online to help teachers visualize the capabilities and understanding of individual students so as to be able to give appropriate attention to every student's needs. It is expected that analysis of the data collected, along with future analysis by other researchers, will contribute novel forms of online analytic tools to document the relationship between interactions and outcomes related to digital literacy, including evidence of skills and understandings and also other important capacities such as developing interest, spreading knowledge, engaging in creative practices, taking on independent learning, and expanding ideas for future careers.