Designing and Studying of Maker Oriented Learning to Transform Advanced Computer Science

在一个瞬息万变的世界中，培养学生在新环境中迁移和应用他们的学习的能力是至关重要的。佐治亚理工学院的这个项目将探索将Maker活动纳入高级计算机科学课程。项目假设是，Maker活动将促进知识转移，并导致更强大的本科生STEM社区，他们可以更好地开展跨学科工作。PIS关注的是面向制造者的课程所使用的物理环境，以及除了制造之外，还将促进学习的物理环境的发展。项目成果将包括一个支持以制造者为导向的学习的物理环境和人工制品的模型，以及一个以基于问题的学习和工作室学习环境的先前工作为基础的以制造者为导向的学习框架。该项目将由本科生教育司通过IUSE和S-STEM项目资助。该项目将把面向制造者的学习纳入两门高级计算机科学课程：移动与泛在计算和人机交互。项目团队将利用基于设计的研究(DBR)方法来确定面向制造者的学习环境如何促进技能向新环境的转移，面向制造者的学习活动如何鼓励计算机科学学习环境中的反思，以及面向制造者的学习方法的结构如何影响学习者社区的发展。项目团队将使用观察、访谈、调查以及在工具和设备上收集的数据来帮助他们的迭代课程设计过程。这些数据也将提供给项目评估者SageFox咨询集团。评估团队将使用ISE非正式教育和外联框架，重点关注包括理解、参与、态度、行为和技能在内的因素，最终报告项目团队的进展以及教育干预对学生的整体效果。

In a rapidly changing world, it is essential that students develop the ability to transfer and apply their learning in new contexts. This project, at Georgia Institute of Technology, will explore the incorporation of Maker activities into upper-level computer science courses. The project hypothesis is that maker activities will improve knowledge transfer, and lead to stronger undergraduate STEM communities who can better carry out interdisciplinary work. The PIs are concerned with the physical environment that is used for maker-oriented courses, and the development of a physical environment that will facilitate learning in addition to making. Project outcomes will include a model for the physical environment and artifacts that will support maker-oriented learning, as well as a framework for maker-oriented learning that builds upon previous work on problem-based learning and studio-learning environments. This project will be funded by the Division of Undergraduate Education through the IUSE and S-STEM programs.The project will incorporate maker-oriented learning into two advanced computer science courses, Mobile and Ubiquitous Computing, and Human-Computer Interaction. The project team will utilize Design-based Research (DbR) methods to determine how maker-oriented learning environments facilitate skills transfer to new contexts, how maker-oriented learning activities encourage reflection in computer science learning environments, and how the structure of maker-oriented learning approaches impact the development of a community of learners. The project team will use observations, interviews, surveys, and data collected on tools and equipment to aid their iterative course design process. This data will also be provided to the project evaluator, SageFox Consulting Group. The evaluation team will use the ISE Informal Education and Outreach Framework, focusing on factors including understanding, engagement, attitudes, behavior, and skills, ultimately reporting on both the progress of the project team as well as the overall effect of the educational intervention on the students.