以协作设计项目为驱动的教学模式的实践与反思

一、以协作设计项目为驱动的教学模式的设计在网页设计课程教学中,针对"哥伦布式的学习"现象,即:学习之前不知道自己要学什么;学习过程中不知道自己在学什么;学习结束后不知道自己学过什么,笔者设计了"以协作设计项目为驱动的教学模式",并在课程教学实践中进行了尝试.     

协同论视野下的合作学习课堂设计

合作学习对"生生互动"潜在价值的挖掘,使其不仅成为以创建"多方互动型"教学为核心的教学策略,更使其实现了教学活动手段性与目的性的统一.但在具体的教学实践中,合作学习不仅面临着人们将其等同于"摆桌椅、分小组"的形式化理解,更面临着"小权威、游离者"等现实性问题.而协同论对子系统间关系的关注,不仅为从课堂整体层面分析"生生互动"的内在机制提供了必要性,其对"相干效应"、"自组织原理"以及"协同效应"等的阐发,更为分析"小权威、游离者"现象的成因、明确合作学习教学设计的基本原则以及"合作一协同"课堂情境的创建等提供了理论借鉴.     

Play and Literacy: A Collaborative Action Research Project in Preschool

The article describes a collaborative action research in a preschool in Reykjavik. The participants were two preschool teachers who collaborated with researchers at the University of Iceland. The project was set up as a professional development course for the teachers. Emphasis was placed on continuity in children's education, integration of play and learning, and the connection between play and emerging literacy. Data were gathered using video recordings, photos, interviews, observations, notes from meetings, documents, and diaries. The findings indicate that participation in this action research empowered the preschool teachers and influenced their practices and ideas. They became more aware of the value of play in children's learning. They did not, however, change their former practices in which they worked on literacy during specific, well-defined periods: their beliefs and practices in this regard seemed to be constrained by traditions in which play and learning are separate entities.     

CRP: Collaborative Research Project (A Mathematical Research Experience for Undergraduates)

Abstract

The Collaborative Research Project (CRP)—a mathematics research experience for undergraduates—offers a large-scale collaborative experience in research for undergraduate students. CRP seeks to widen the audience of students who participate in undergraduate research in mathematics. In 2015, the inaugural CRP had 100 undergraduate participants from across the United States; they collaborated on a month-long research effort applying tropical geometry to phylogenetics. CRP is envisioned as an annual event, one that scales to accommodate large numbers of interested students. This article describes the motivation for CRP, its structure, and the results of its inaugural iteration, and closes by assessing its future.     

以协作项目为驱动的教学实践与应用

以协作项目为驱动的教学是针对哥伦布式的学习现象而提出的,旨在帮助学生减少学习的盲从性,增加学习的内动力.本文首先阐释了该教学方式内涵,阐述了其特点和教学过程的设计思路,接着以网页设计课程为例进行了教学实践,并对应用效果进行了分析,验证了教学方式对学习的积极作用.     

网上课堂学习对子:一种学习合作模式设计

在以网络为媒介的学习活动中,如何加强学习交流活动,减少学习者的学习孤独感是一个受到普遍关注的问题。本文拟以一种具体合作模式,即学习对子为对象探讨这种模式在网上课堂学习中的实施对缓解这一问题的作用。同时,本文还关注了另一个网络学习中需要解决的问题,即信息过载,希望通过学习对子的实现能够减少由于信息过载而引起的学习焦虑。     

Connections:

No abstract available for this article.     

Senior Design Project Course: A Case Study

The two‐quarter Senior Design Project course given in the Computer Science and Engineering Department of Auburn University gives undergraduate students a significant computer system development experience by working on a project from proposal to prototype. Heavy emphasis is placed on team‐ and project‐management principles, team presentations, the application of standard structured development methodologies, and the generation of formal deliverables after each project phase. Project ideas are canvassed from faculty, graduate students, local industry and community, and from the students themselves. We believe that the knowledge and experience acquired by students from working in a team on a substantial project gives them an insight and perspective that is unattainable through the standard lecture paradigm. The course has received enthusiastic endorsement from industry, accrediting boards, and participating students (albeit at the end of the course!).     

Collaborative Consultation: The San Juan Unified School District Project

Critically needed in the area of school consultation are field-based, evaluation reports of outcomes of actual implementation of school consultation. This article is such a report, describing how the Resource/Consulting Teacher model was implemented with resource specialists in a pilot program in Sacramento, California. We describe: (a) the procedures necessary to bring about such an implementation, (b) the district itself, and (c) the training efforts made to prepare the resource specialists for the new role. Emphasis is placed on how 13 resource specialists formed a collaborative working group among themselves, as well as their efforts to engage in collaborative consultation with classroom teachers and building administrators to assist certain special education students and certain students at risk for school failure. Preliminary evaluation data are included that describe the progress of individual students and groups of elementary students (N = 79) who received specialized remedial reading instruction, and individual students who received intervention to increase appropriate social behaviors. The specialized reading and behavior instruction was provided to special education students in resource rooms and general classrooms; the at-risk student instruction was in general education programs. As a result, 29 special education students were mainstreamed back into their general education reading classes, 7 students were nearly ready to be returned, and 9 students were totally dismissed from the special education program and reinstated as general education students.     

Partnerships in Learning: A Collaborative Project between Higher Education Students and Elementary School Students

Higher education and K-12 school partnerships are typically designed with an end-goal that serves the instructional needs of one group over the other. For this project, a university professor and elementary school instructor used problem-based and project-based learning strategies to design a curriculum that served the academic needs of both groups of students. Undergraduate students in an urban planning course partnered with elementary students from a local school to work on an interdependent civic engagement project. The partnership provided innovative, twenty-first teaching for both groups of students while also reinforcing public service.     

Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains

Educational Psychology Review - Research suggests that expert understanding is characterized by coherent mental representations featuring a high level of connectedness. This paper advances the idea...     

协同CAD系统的研究与设计

在对协同设计技术研究的基础上,对协同设计平台及多机网络版协同CAD系统进行了构思,重点介绍了系统的整体架构和协同会议的工作流程,描述了系统关键模块的实现原理。提出了系统的技术实现路线。     

Discussion on the Management of Collaborative Translation Project

With the rapidly increasing demands for translating,the number of translation projects is soaring and the scope of the project is expending to a large extent.Therefore,collaborative translation came into fashion breeding the needs for corresponding management which alters the traditional individual translation mode.The study of translation project management b e c o m e s n e c e s s a r y a n d i s o f g r e a t s i g n i f i c a n c e t o M T I students.This paper makes a discussion on the management of collaborative translation projects standing in the position of a MTI student,composed of project analyzing and planning,translators organizing,translation quality optimizing and project schedule controlling.     

A Performance Evaluation of the Collaborative Efforts in an Online Group Research Project

This study investigated the performance of 13 graduate students' collaborative efforts toward a group research project in an Instructional Analysis, Design, and Evaluation online course. Gaps between course expectations from the instructor and student collaborative performance were identified through the review of the team agreement, the use of surveys, and focus group interviews. Performance gaps occurred in the areas of communication, assignment completion, and group cohesiveness. These performance gaps were caused by lack of knowledge and skills, motivation, and/or organizational support. Appropriate intervention strategies such as effective group interaction and communication, building relationships and establishing trust, periodic review of team agreements, mini‐training sessions on collaboration and supportive behaviors, and role differentiations and collaborative task designation are presented. Instructors who are interested in incorporating group research projects into their future online courses may consider implementing these interventions to facilitate the improvement of students' collaborative efforts.     

When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the methods of measurement and observation in the open field, rather than the known methods from class or from the laboratory. Another major part of their discussions concentrated on knowledge construction. Knowledge construction occurred between students with same or similar learning abilities. The role of the teacher in these discussions was crucial: she had to deal with and dispel misconceptions; and she had to bridge the gap between low-ability and high-ability students, for enabling meaningful learning to occur. The article ends with a number of recommendations for using collaborative learning as a tool for achieving meaningful learning in high school ecology inquiry-based projects.     

Collaborative learning: A memorable model

Abstract

Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable.     

基于问题解决的网络协作学习活动设计研究简

基于问题解决的网络协作学习越来越受到CSCL领域研究者的重视。本研究利用设计研究的方法,设计并实施了一轮基于问题解决协作学习活动。数据分析显示50％以上的学习者认为问题解决网络协作学习活动可以发展他们的问题解决能力,并使之获得丰富的在线学习体验。学习者对任务和问题设计的满意度较高,对资源、工具及角色的满意度相对较低。设计存在的主要问题在于角色之间缺乏有效衔接,以至于不同角色的学习者难以协作完成任务。资源与工具缺乏使用提示,以至于学习者难于将资源与工具与具体的学习任务进行整合。