Synthesis and Design Workshop: Distributed Collaboration in STEM-Rich Project-Based Learning

该项目将召开关于下一代科学、技术、工程和数学（STEM）学习的综合和设计研讨会。它设想了一个两层时间轴，看起来是三年后，然后是十年后。一个主要的研讨会主题涉及“跨界”项目学习的设计考虑，通过这种学习，学生（中学到大学）在居住在不同的国家，经济，文化和学术环境中时，合作完成具有挑战性的STEM项目。 基于初步研究，这种“分布式”协作具有重要的潜力，可以成为下一代STEM学习的一个改变生活、丰富和无缝的方面。研讨会，沿着其筹备和讨论以及随后的草案迭代，将最终形成一份适合国家科学基金会和STEM教育从业者，设计师，政策制定者和研究人员使用的综合和设计文件。来自芬兰、墨西哥和新加坡的国际知名人士将参加研讨会，他们在各自的国家从事类似的下一代STEM教育设计工作。本次研讨会与之前的一系列网络研讨会沿着，与当前在教育研究、创新和学习科学领域展开的关键和令人兴奋的领域交织在一起。它的主要理论框架起源于计算机支持的协作学习和社会认知文献。 该合成代表了一个招股说明书，它结合了下一代教师角色，STEM认知，计算思维中的社会文化和情感动态的相互联系，以及个性化和协作学习中的内容，评估和管理的整合。 研讨会的设计任务是组织响应综合的原则，同时提供总体设计指导，通过这些原则a）分布式协作的能量和内在吸引力; B）STEM丰富的协作项目的吸引力，挑战和阴谋; c）教导他人和帮助他人成功的内在乐趣和满足感;和d）创造和制作的内在满足感，都是可操作的，相互加强的。这个奖项反映了NSF的法定使命，并被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

This project will convene a synthesis and design workshop on next generation science, technology, engineering, and mathematics (STEM) learning. It envisions a two-tier timeline that looks three years and then ten years into the future. One primary workshop topic involves design considerations for "boundary-crossing" project-based learning, by which students (middle school through college) collaborate on challenging STEM projects while they reside in different national, economic, cultural, and academic settings. Based on preliminary research, such "distributed" collaboration has important potential to become a life changing, abundant, and seamless aspect of enhanced, next generation STEM learning. The workshop, along with its preparations and the discussions and draft iterations that follow, will culminate in a synthesis and design paper suitable for use by the National Science Foundation and by STEM education practitioners, designers, policy-makers, and researchers. The workshop will benefit from the participation of internationally prominent participants from Finland, Mexico, and Singapore, engaged in similar next generation STEM education design efforts in their countries.This workshop, along with a preceding series of webinars, is intertwined with crucial and exciting areas currently unfolding in education research, innovation, and the learning sciences. Its primary theoretical frameworks originate in computer supported collaborative learning and social cognition literature. The synthesis represents a prospectus that incorporates the interconnections of next generation teacher roles, sociocultural and affective dynamics in STEM cognition, computational thinking, and the integration of content, assessment, and management in personalized and collaborative learning. The design task of the workshop is to organize principles responsive to the synthesis, while furnishing overall design guidance by which a) the energy and intrinsic draw of distributed collaboration; b) the appeal, challenge, and intrigue of STEM-rich collaborative projects; c) the intrinsic pleasure and satisfaction of teaching others and helping others to succeed; and d) the intrinsic satisfaction of creating and making, are all operational and mutually reinforcing.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.