| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | August 16, 2018 |
| Latest Amendment Date: | August 1, 2019 |
| Award Number: | 1824924 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Tatiana Korelsky
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | September 1, 2018 |
| End Date: | August 31, 2021 (Estimated) |
| Total Intended Award Amount: | $100,000.00 |
| Total Awarded Amount to Date: | $100,000.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
24255 PACIFIC COAST HWY MALIBU CA US 90263-3999 (310)506-4819 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
24255 Pacific Coast Hwy Malibu CA US 90263-3999 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Robust Intelligence |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
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.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The proposal for this project requested support for a synthesis and design workshop and development of a paper. The paper involves what we refer to as boundary-crossing collaboration between precollege students in different countries and cultures, in anticipation of such activities becoming a ubiquitous and abundant feature of future K12 learning environments globally.
Six Outcomes
Primariy Outcomes (1-2):
Outcomes of the funding included achieving the two core activates of the request: 1) the workshop, including precursor webinars, took place according to plan, and b) the workshop report was published as a Rapid Community Report by Digital Promise.
Secondary Outcomes (3-6):
Additional outcomes included significant conceptual shifts in how to manage distributed collaboration arrangements for current projects, new papers, replications of the project from which this proposal originated, and new collaborations. The conceptual shifts originating from the workshop include greater focus on operationalizing interest-driven creator theory, a framework developed by a consortium of Asian learning scientists that was shared by Singapore’s Chee Kit Looi, and a greater focus on the synergy/nexus between collaborative problem-based learning and the formation of adolescent identity. New papers and conference submissions have focused on each of these. Replications of the EHR informal science effort partly attributable to the workshop have involved partners in the US, Mexico, Kenya, and Singapore. Finally, a substantial set of new research partnerships originated at the workshop, whereby workshop participants representing significantly different research domains and traditions collaborated on independent projects that followed.
Note on This Project and Pandemic-Induced Advent of Large Scale Remote Education:
A final note related to the proximity of the project to the advent of massive remote instruction during the Covid pandemic. This project began prior to the pandemic and before what became, in 2020, mass implementation of virtual teaching worldwide. Video teleconferencing for STEM problem-based collaboration was integral to this workshop proposal and its precursor project (funded by the Advancing Informal STEM Learning Program in EHR); this workshop in 2019 may seemingly have dovetailed with this large-scale shift to remote communication in learning. In fact, though, little of the thrust of the workshop, involving multipoint, multinational, and student-originated collaboration aligned with the virtual learning upheavals caused by the pandemic. These upheavals primarily involved replacing traditional classroom instruction with remote versions of the same. More substantive distributed and interest-driven collaboration across cultural and international boundaries remains a rich ground for future research and implementation.
Last Modified: 06/06/2022
Modified by: Eric Hamilton
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