[论文解读] Redesigning Computer-based Learning Environments: Evaluation as Communication

Matthias R. Brust, C. Adriano+1 more|ArXiv.org|Jun 8, 2007

Evaluation and Performance Assessment参考文献 10被引用 3

一句话总结

本文提出将计算机学习环境中的评价重新定义为一种无声的、基于规则的沟通形式，涉及教师、学生、同伴及机构等利益相关者之间的互动，借鉴传播学、哲学与人类学的理论，以克服评价研究中的认识论缺陷。通过将评价重新定位为一种隐性、社会协商的过程，作者主张整合跨学科洞见，突破传统CBT模型的局限，构建更稳健、以人为本的教育技术评价框架。

ABSTRACT

In the field of evaluation research, computer scientists live constantly upon dilemmas and conflicting theories. As evaluation is differently perceived and modeled among educational areas, it is not difficult to become trapped in dilemmas, which reflects an epistemological weakness. Additionally, designing and developing a computer-based learning scenario is not an easy task. Advancing further, with end-users probing the system in realistic settings, is even harder. Computer science research in evaluation faces an immense challenge, having to cope with contributions from several conflicting and controversial research fields. We believe that deep changes must be made in our field if we are to advance beyond the CBT (computer-based training) learning model and to build an adequate epistemology for this challenge. The first task is to relocate our field by building upon recent results from philosophy, psychology, social sciences, and engineering. In this article we locate evaluation in respect to communication studies. Evaluation presupposes a definition of goals to be reached, and we suggest that it is, by many means, a silent communication between teacher and student, peers, and institutional entities. If we accept that evaluation can be viewed as set of invisible rules known by nobody, but somehow understood by everybody, we should add anthropological inquiries to our research toolkit. The paper is organized around some elements of the social communication and how they convey new insights to evaluation research for computer and related scientists. We found some technical limitations and offer discussions on how we relate to technology at same time we establish expectancies and perceive others work.

研究动机与目标

• 解决计算机科学与教育领域中，特别是在计算机基础学习（CBL）环境下的评价研究中的认识论缺陷。
• 通过将评价重新定义为一种沟通过程，超越传统CBT（计算机基础培训）模型的局限。
• 将传播学、哲学、心理学与人类学的洞见整合到计算机科学家的评价研究中。
• 为计算机基础学习系统评价建立一种更具人文关怀、根植于社会关系的认识论。
• 应对真实学习环境中系统设计与用户期望之间的技术性与感知性挑战。

提出的方法

• 将评价重新概念化为利益相关者之间一种无声的、隐性的沟通形式，类似于共享的、未言明的规则。
• 借鉴传播理论，将评价视为教师、学生、同伴与机构之间相互理解与期望设定的过程。
• 整合人类学视角，理解评价规范如何在未被正式表述的情况下被隐性认知与实践。
• 分析技术在评价过程中如何塑造期望与认知，强调人机交互的作用。
• 运用社会科学与工程学的跨学科框架，指导CBL系统中评价过程的设计。
• 提出从技术指标向反映现实学习动态的社会沟通模型转变的评价方式。

实验结果

研究问题

• RQ1 如何将计算机基础学习环境中的评价重新诠释为一种沟通形式，而非技术性测量？
• RQ2 未言明的共享规则在教育利益相关者之间的评价过程中发挥何种作用？
• RQ3 传播学与人类学的洞见如何改善教育技术中评价的认识论？
• RQ4 技术系统在评价过程中如何塑造用户期望与认知？
• RQ5 评价如何通过嵌入社会与沟通维度，超越CBT模型？

主要发现

• 评价最好被理解为一种无声的、基于规则的沟通，其运作依赖于利益相关者之间共享的、常常未被明确表达的期望。
• 评价中缺乏明确规则并不意味着缺乏结构，而是反映了对目标与成功标准的社会协商与人类学理解。
• 传统CBT模型未能考虑学习评价的社会与沟通维度，导致认识论上的缺陷。
• 将传播理论与人类学整合到评价研究中，有助于更深入理解用户如何解读与回应学习系统。
• 评价中的技术局限不仅源于系统设计，也源于由隐性社会规范所塑造的错位期望。
• 亟需一种新的评价认识论——将评价视为一种动态的、社会沟通性过程，而非对结果的静态评估。