面向计算教育的可采用项目式学习：FORAP 框架与多尺度项目组合
Adoption-Ready Project-Based Learning for Computing Education: The FORAP Framework and a Multi-Scale Project Portfolio
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中文总结 AI 辅助
该研究提出 FORAP 框架及多尺度项目组合，旨在解决计算教育中 PjBL 采用受限问题。通过围绕特定项目组织包并配备相关材料，经多所大学 44 次课堂试验验证，能助力教师设计、采用或改编 PjBL 项目，减少技术障碍，提供实用指导。
中文摘要 AI 辅助
本创新实践全文介绍了 FORAP（组织可重复使用和适应性强的项目式学习项目的框架）以及基于该框架构建的 14 个可采用的项目式学习（PjBL）项目包组合。计算教育中的 PjBL 虽有显著教育益处，但因教师工作量大及学生技术挑战反复出现，其采用受限。FORAP 通过围绕具有一致学习目标设计的项目组织每个包，并通过项目属性描述，以及配套的教师、学生和评估材料来解决这些障碍，支持在不同计算课程中采用和改编。我们报告了在七所大学 44 次课堂试验中的四年部署情况，借鉴了学生、教师和顾问委员会成员的反馈。结果表明，结构化项目包支持以有限的修改努力实现可行的采用，有针对性的支持材料有助于减少通常阻碍学生参与的技术障碍。这项工作的贡献包括 FORAP 和一个多尺度组合，展示了其在不同计算领域和项目范围内的使用，为希望在计算教育中设计、采用或改编可重复使用的 PjBL 项目的教师提供了实用指导。
英文摘要
This innovative practice full paper presents FORAP (Framework for Organizing Reusable and Adaptable PjBL Projects) and a portfolio of 14 adoption-ready project-based learning (PjBL) project packages built with the framework. PjBL in computing education offers strong educational benefits, yet its adoption remains limited by high instructor workload and recurring student technical challenges. FORAP addresses these barriers by organizing each package around a project designed with aligned learning objectives and described through project attributes, along with coordinated instructor, student, and assessment materials that support adoption and adaptation across diverse computing courses. We report on four years of deployment across 44 classroom trials at seven universities, drawing on feedback from students, instructors, and advisory board members. Results suggest that structured project packaging supports feasible adoption with limited modification effort and that targeted support materials help reduce the technical barriers that commonly hinder student engagement. The contributions of this work include FORAP and a multi-scale portfolio that demonstrates its use across diverse computing domains and project scopes, offering practical guidance for instructors who wish to design, adopt, or adapt reusable PjBL projects in computing education.
