摘要:将虚拟现实和教育技术产品融入到课堂的理念,对于普通的教育工作者而言是一件令人畏惧的事。

虚拟现实教育技术产品融入到课堂的理念,对于普通的教育工作者而言是一件令人畏惧的事。当你无法预测结果或不明白在寻找什么的时候,你如何有效地将它们整合到一起?

但在匹兹堡地区,新兴的教育技术作为合作关系被引入课堂,又通过对学生的实践指导和对教师的详细进度报告作为该教育方法论的补充。

2015年8月,卡内基梅隆大学和 Montour学区形成名为“CMU LearnLab at Montour”的合作关系。这家校内的研究中心坐落在Montour高中的一间教室中,旨在通过提供学习和教育技术的最新进展来推进K-12教育的研究。CMU LearnLab at Montour汇集了K-12课堂教师和大学的研究人员进行合作研究,在课堂中引入有据可依的教育技术,并将科学和数学教学提升到新的层次。

让我们来看看这一合作关系是如何弥补教育技术研究和课堂实践之间的缝隙,使教师比以往任何时候都更高效。

 

将虚拟现实技术引入科学课堂

把虚拟现实和模拟引入课堂上并不容易。你怎样围绕它设计一堂课呢?作为卡内基梅隆大学人机交互研究所的博士生,Nesra Yannier有一些想法,而且也知道如何把个性化的学习融入其中。

Yannier研制出的NoRILLA(基于新型研究的智能终身学习装置)是一个混合现实的教育系统,将物理知识和虚拟教育结合在一起来提高儿童科学的学习和享受。该系统使用了一个深入的摄像头和一个专门的算法,当孩子们在他们的物理环境中做实验并找到新发现时,会给他们互动式的个性化反馈。

通过萌芽基金的教育技术的支持,Montour和Yannier实施了一项课题。研究的目的是想发现在二年级的物理地震模拟中,是否以交互方式预测和观测实验的方式学习早期的物理原理更好,而不是和看录像的效果一样。

但这是如何帮助教师的?让我们再看看另一个例子。在Tina Frank’s学院高中的化学课程中,学生参与的化学虚拟实验室展现了重要的学习效果。这项研究学习包括在线活动,目的是帮助学生在真实的环境中应用化学知识。在为期两周的研究结束后,还提供了一份详细的评估不同技能水平的报告(对学生的分析)。因此,当这份报告给到Frank女士手中时,她就能根据学生是不懂这些问题还是已经掌握而及时修改课堂教学。

 

实行新的数学技术时获取新的数据

数据的新形式和由这些合作关系引出了随后的教学意义,科学并不是唯一的空间。另一项在Montour的David E. Williams中学的研究中,在Dana Rongaus的五年级班上,学生们帮助试用一个名为Fraction Tutor的软件。

为了学习涉及操作(加法和减法)分数的技巧,以及比较分数,学生们要与伙伴合作,寻找最小公分母(LCD),并找到等值分数。

当学生们在Fraction Tutor上学习的时候,研究人员通过摄像头捕捉到了学生们学习数据,还有他们的面部表情及他们的声音数据。他们的“概念部分知识”成绩(能够识别其他同学的错误)从30%上升到98%。“这是我最喜欢的协作部分,因为我能听到与合作伙伴们讨论的会话,以及解决问题策略的实施过程”Rongaus女士说。

 

为什么所有这些努力都是为了合作关系?

在正常的教学过程中,教师会尝试不同的事物,在本质上是一个实验。但通过大学研究人员和公立学校教育之间的这一合作关系,我们能够正式地研究、验证结果,并使它成为教师教育的一个更不可或缺的一部分。

毕竟,Montour教师有研究项目(当教师在课堂教学时, ASCD描述的东西)是和Montour的评估过程连接在一起的,所以更多的Montour教师对合作研究产生了兴趣,CMU LearnLab将为区域磋商提供可能。

一天结束时,这不仅仅是关于Montour.。而且,这种合作也可以为其他区域/大学提供一个模型“我们与Montour学院的合作真是令人惊奇。我们已经把得到研究证实的教育技术引入到大量的教室里了,包括五年级数学课到高中化学课。”刘然博士称。他是CMU的博士后研究员。“在Montour的CMU LearnLab实验室里正在缩小教育技术研究和课堂教学之间的差距。”

教师不应该单独进行实验,研究人员也不应该对课堂进行设想。为什么不在你所在区域内尝试一下这种合作关系并弥补这一差距呢?

 

(本文作者Justin Aglio是教师和校长,现在是Montour学院在宾夕法尼亚地区的创新主管。卡内基梅隆大学的John Stamper博士对本文作出了贡献。)

 

本文由鲸媒体编译,出处www.edsurge.com

 

 

原文:

It Takes Two: The Practical Benefits of K-12 Public Education and Higher Ed Partnerships

By Justin Aglio

 

The concept of integrating virtual reality and edtech products into the classrooms can be daunting for the average educator. How do you integrate effectively when you can’t predict the outcome—or know what you’re looking for?

But in the Greater Pittsburgh Region, a strategic partnership has been created to introduce new and emerging educational technologies into the classroom, supplementing teaching methodology with guided practice for students and detailed progress reports for teachers.

In August 2015, Carnegie Mellon University and Montour School District formalized a partnership called the “CMU LearnLab at Montour.” This on-campus research center, housed in a classroom at Montour High School, was designed to advance K-12 educational research by providing the latest advances in the science of learning and edtech. The CMU LearnLab at Montour brings together K-12 classroom teachers and university researchers for research collaborations, introducing evidence-based education technologies into the classroom, and taking science and mathematics instruction to the next level.

Let’s take a peek inside at how this partnership is bridging the gap between edtech research and classroom practice—making teachers more effective than ever before.

 

Bringing Virtual Reality Experiences into Science Classrooms

Integrating VR and simulations in the classroom isn’t easy. How do you design a lesson around it? Nesra Yannier, PhD candidate at Carnegie Mellon University’s Human-Computer Interaction Institute, has a few ideas—and knows how to bring personalized learning into the mix.

NoRILLA (Novel Research-Based Intelligent Lifelong Learning Apparatus), which founder Yannier developed, is a mixed-reality educational system that bridges physical and virtual education to improve children’s science learning and enjoyment. The system uses an in-depth camera and a specialized algorithm to give interactive personalized feedback to children as they experiment and make discoveries in their physical environment.

Through the support of The Sprout Fund’s Educational Technology Refinery Grant, Montour is conducting a study with Yannier. This study is designed to discover if second graders learn early physics principles better when interactively predicting and observing experimental comparisons on a physical earthquake simulation—rather than when seeing a video of the same.

But how does this help teachers? Let’s consider another example. Students in Tina Frank’s College High School (CHS) Chemistry course participated in a Chemistry Virtual Lab that showed significant learning gains. The research study consisted of online activities designed to help students apply chemistry knowledge in authentic contexts. At the end of the two-week study, a detailed report (analyzed student by student) assessing different skill levels was provided. Thus, the report enabled Ms. Frank to modify classroom instruction based on which topics students found challenging—or had already mastered.

 

Acquiring New Data While Piloting New Math Technologies

Science wasn’t the only space where new forms of data—and subsequent instructional implications—came out of these partnerships. In another study at Montour’s David E. Williams Middle School, students in Dana Rongaus’ 5th grade classroom helped pilot a software called the Fraction Tutor. Students had to collaborate with a partner in order to learn the fraction skills involving operations (addition and subtraction), as well as comparing fractions, finding the least common denominator (LCD), and finding equivalent fractions.

While students were working on the Fraction Tutor, the researchers captured streamed webcam data of the students’ work, their facial expressions, and their audio. Their “conceptual fraction knowledge” scores (being able to identify other students’ errors) increased from a 30% to a 98%. “It was the collaboration component that I enjoyed the most, as I heard rich conversations taking place with partners, as well as the implementation of problem solving strategies,” said Ms. Rongaus.

 

Why All This Effort for a Partnership?

In the course of normal teaching, a classroom teacher will try different things in what is essentially an experiment. But through this partnership between university researchers and public school educators, we are able to formalize the research, validate the results, and make it a more integral part of teacher PD. After all, Montour teachers have action research projects (what ASCD describes as teachers experimenting in the classroom) linked to Montour’s evaluation process, so as more Montour teachers become interested in incorporating research, the CMU LearnLab will be available to the district for consultations.

But at the end of the day, this isn’t just about Montour. This collaboration can be a model for other district/university partnerships, as well. “Our experience partnering with Montour school district has been amazing. We have introduced educational technologies that have been validated by cutting edge research to numerous classrooms, ranging from fifth grade math to high school chemistry,” shares Dr. Ran Liu, post-doc fellow at CMU. “The CMU LearnLab at Montour partnership is paving the way to closing the gap between edtech research and classroom use.”

Teachers shouldn’t have to engage experiment alone. Researchers shouldn’t have to make assumptions about the classroom. Why not try out a partnership in your own district—and close that gap?

 

(Justin Aglio served as a teacher, principal, and is now the Director of Innovation at Montour School District in Pennsylvania. Dr. John Stamper of Carnegie Mellon University contributed to this article.)