DIP: Community knowledge construction in the instrumented classroom

在这个网络学习：教育转型DIP（发展和实施）项目中，pi正在应对知识社区教学法的挑战，在这种教学法中，学生被赋予了高度的能动性和责任，以提出问题，与同龄人交流和批评想法，并促进集体理解。该项目解决了支持这种教学法的四个主要挑战：(1)使学生的想法可见和可获取；(2)通过数字海报和其他总结性表示支持话语和知识构建；(3)通过技术构建复杂的协作探究；(4)支持集体认识论。从概念的角度对知识构建进行了很好的研究；然而，到目前为止，还没有一个协调一致的努力来开发能够很好地支持其教学方法的技术基础设施。在一系列以设计为导向的研究中，研究人员正在与资深教师合作，共同设计采用知识社区方法的基础生物学课程，开发工具套件，并开展研究，调查长期维持知识社区教学法的方法。学者们认为，“知识社会”的需求需要新的协作和探究型学习模式，使学习者参与持续的调查，促进能动性和自主性。为了实现这些目标，已经开发了几种复杂的教学方法，但到目前为止，支持教师和学生使用这些方法的技术基础设施还没有达到与教学方法本身相同的复杂程度。该提案旨在通过设计一套硬件和软件工具来缩小这一差距，这些工具支持以私人和公共形式表现个人和集体知识，有形和具体化的互动以及口头互动，以及活动的编排。其目的是支持学生的工作和元认知，为教师提供他们实施教学法所需的支持，并检查教师、学生、技术和教学法之间的相互作用，这些相互作用导致学习者持续的代理和社区参与。

In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are addressing challenges of knowledge community pedagogy, where students are given a high level of agency and responsibility for developing questions, exchanging and critiquing ideas with peers, and advancing collective understanding. The project addresses four main challenges in supporting such pedagogy: (1) making student ideas visible and accessible, (2) supporting discourse and knowledge building with digital posters and other summative representations, (3) scaffolding complex collaborative inquiry through technology, and (4) supporting a sense of collective epistemology. Knowledge building is well researched from a conceptual perspective; until now, however, there has not been a concerted effort to develop technological infrastructure that would support its pedagogy well. In a series of design-oriented studies, researchers are working together with veteran teachers to co-design elementary biology curriculum that takes a knowledge community approach, develop the suite of tools, and carry out research investigating ways of sustaining a knowledge community pedagogy over long periods of time.Scholars have argued that the demands of a "knowledge society" require new models of collaborative and inquiry-oriented learning that engage learners in sustained investigations and promote agency and autonomy. Several sophisticated pedagogical approaches have been developed to achieve these goals, but up until now, the technological infrastructure for supporting teachers and students in such approaches has not been at the same level of sophistication as the pedagogical approaches themselves. This proposal aims to narrow that gap through design of a suite of hardware and software tools that supports representing personal and collective knowledge in both private and public forms, tangible and embodied interactions as well as verbal interactions, and the orchestration of activities. The aims are to support student work and meta-cognition, provide to teachers the supports they need to carry out the pedagogies, and to examine the interactions between teacher, students, technology, and pedagogy that lead to sustained agency and community engagement among learners.