AccelNet-Implementation: Harnessing Global Science Networks to Accelerate Cultures of Learning

这项题为“NSF网络实施：利用全球科学网络加速学习文化”的提案的目标是建立一个跨学科的全球网络之网，重点关注与全球教育需求有关的学习、发展和文化方面。我们的物联网代表了参与可扩展融合科学的方法的进步，以及如何利用全球科学来加速学习文化。我们的目标是利用技术，社会科学和数据科学的进步来创建旨在提升全球学习和教育科学的协作资源。通常，人们将与实践社区的接触描述为外联或翻译，但在这种情况下，目标是将IN传达给社区，让他们的需求广泛影响网络科学的方向。我们的网络覆盖面广，能够组建跨职能团队，代表地球仪各地的许多国家、文化、种族和人口。通过一项促进多样性、包容性和对文化敏感的学习和研究机会的积极计划，我们将着手培训下一代科学、教育、技术和政策工作者;我们的目的是通过将网络与嵌入式架构连接起来，改变全球教育，为科学提供信息，并扩大当地社区领导的智力资本，以产生全球影响。我们寻求实现可持续的生态系统，交流，综合，最佳实践，研究和创新的网络，旨在加速全球科学的学习。我们将发展一个跨学科的网络网络，包括社会科学研究人员，神经科学家，心理学家，数据科学家，工程师，设计师，全球发展实践者，慈善家，教育家和政策制定者，以创建跨领域的基础设施，以应对学习科学的紧迫挑战，以满足全球教育的需求。该网络利用四个现有网络的资源：全球教育学习科学网络（GSoLEN），一个由科学家、政策专家、慈善家和从业者组成的网络，所有人都专注于学习和教育，应用认知科学中心（CACS），一个专门研究使用文化上适当的措施和方法将认知科学应用于相关问题的中心，一个教育技术和创新网络，Mind Center for Educational Technology（MindCET），以及一个全球发展网络Global Communities。我们的全球发展网络专注于全球发展，学习，教育，跨文化培训，公平和政策。我们是一个不断学习的网络中的网络;学习是教育的核心特征，关注当地学习者的福祉有助于促进全球平等。我们的网络旨在促进智力敏捷，跨学科的科学领导者群体的培训，能够为社会利益参与科学合作。与社区和网络内的下一代科学家接触并对其进行指导，最终将建立一种更强大的科学方法。我们选择了自我监管作为我们的原型研究挑战，因为它是教育，社会和经济成果的重要组成部分，但相对较少的是知道它背后的变化的来源，以及如何通过实践和政策，以上下文和文化敏感的方式进行干预，以促进其发展。自我调节是一个与学习和福祉的所有领域，包括数字领域相关的主题，需要大规模的动员，因此适合于网络的网络规模。我们从目标导向行为的角度定义自我调节;个体通过抑制或重新定向其行为来克服和管理冲动行为的能力（Hofmann，Schmeichel，Baddeley，2012; McClelland，卡梅隆，2012;莫拉Ozakinci 2013; Montroy等人，2016）。然而，自我调节的发展轨迹不是线性的或普遍的，并且在不同的文化，国家和人口统计中有很大的差异（McClelland卡梅隆，2012; Montroy等人，2016; Wanless等人，该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The objective of this proposal, "NSF Accel-Net-Implementation: Harnessing Global Science Networks to Accelerate Cultures of Learning" is to build an interdisciplinary global network-of-networks focusing on aspects of learning, development, and culture as they relate to global education needs. Our AccelNet represents an advance in methods for engaging in scalable convergence science, as well as how to harness global science to accelerate cultures of learning. We aim to leverage technology, social science, and data science advances to create collaborative resources designed to elevate the global science of learning and education. Typically, one describes engaging with communities of practice as outreach or translation, but in this instance the goal is to reach IN to the communities and let their needs broadly impact the direction of the network science. Our networks have broad reach, allowing cross-functional teams to be assembled that represent many countries, cultures, ethnicities, and demographics from around the globe. Through an active plan to promote diversity, inclusivity, and culturally sensitive learning and research opportunities, we will embark on training the next generation science, education, technology, and policy workforce; our intent is to transform global education by connecting networks with embedded architecture to inform science and amplify the intellectual capital of local community leadership for global impact.We seek to implement a sustainable ecosystem of communication, synthesis, best-practices, research, and innovation for a network-of-networks designed to accelerate the global science of learning. We will evolve an interdisciplinary network-of-networks, including social science researchers, neuroscientists, psychologists, data scientists, engineers, designers, global development practitioners, philanthropists, educators, and policy makers in order to create cross-cutting infrastructure to tackle pressing challenges in the science of learning to meet the needs of global education. The network leverages resources from four existing networks: the Global Science of Learning for Education Network (GSoLEN), a network of scientists, policy experts, philanthropists, and practitioners all focused on learning and education, the Center for Applied Cognitive Science (CACS), a center specializing on applying cognitive science to relevant problems using culturally appropriate measures and approaches, an educational technology and innovation network, Mind Center for Educational Technology (MindCET), and a global development network, Global Communities. Our AccelNet specializes in global development, learning, education, cross-cultural training, equity, and policy. We are a learning network-of-networks; learning is the central feature of education and attention to the well-being of learners on local terms promotes parity on global terms. Our AccelNet is designed to promote training of an intellectually agile, interdisciplinary group of scientific leaders, capable of engaging in scientific collaborations for societal good. Engagement with and mentoring of the next generation of scientists within the communities and within the networks will ultimately build a stronger way of doing science. We have selected self-regulation as our prototype research challenge for this AccelNet-Implementation proposal because it is consequential for educational, social, and economic outcomes, yet relatively little is known about the sources of variation underlying it, and how to intervene in contextually and culturally-sensitive ways through practice and policy to promote its development. Self-regulation, a topic relevant to all domains of learning and well-being, including the digital domains, requires large-scale mobilization and thus lends itself to the scale of a network-of-networks. We define self-regulation from the perspective of goal-directed behavior; an individuals' ability to override and manage impulsive actions through inhibiting or redirecting their behavior(s) (Hofmann, Schmeichel, & Baddeley, 2012; McClelland, & Cameron, 2012; Mora & Ozakinci 2013; Montroy et al., 2016). The developmental trajectory of self-regulation is, however, not linear or universal and varies broadly across cultures, countries, and demographics (McClelland & Cameron, 2012; Montroy et al., 2016; Wanless, et al., 2016), mandating synthesis of knowledge from global partners to promote shared understanding and benefit societyThis 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.