以学习者为中心的计算领域跨专业知识技术沟通教育工具设计
Learner-Centered Design of Educational Tools for Cross-Expertise Technical Communication in Computing Contexts
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- University of Illinois Urbana-Champaign（伊利诺伊大学厄巴纳-香槟分校）
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中文总结 AI 辅助
本研究采用以学习者为中心的方法，结合专业人士访谈与学生协同设计，提出通过真实掌握体验和改变求助态度来设计教育技术，以培养跨专业知识技术沟通能力。
中文摘要 AI 辅助
跨专业知识技术沟通（即在不同计算专业水平之间就计算主题进行沟通）对职场协作至关重要。然而，学生对此准备不足，因为计算教育很少明确教授沟通技能，且现有练习往往发生在专业水平相近的同龄人之间。我们采用以学习者为中心的设计方法来为培养这些技能的技术提供信息。我们访谈了12位行业专业人士，并与14名准备从事计算相关岗位的大学生进行了焦点小组和协同设计会议。专业人士强调调整沟通方式、协商期望、建立共同理解以及使用多种模式和工件。学生们预期在调整沟通、应对不熟悉的职场动态以及在害怕被评判的情况下沟通方面存在挑战，并重视能保持其心理安全的丰富、逼真的练习环境。综合专业人士和学习者的视角与教育理论，我们得出结论：通过真实的掌握体验建立自我效能感以及改变与寻求帮助相关的态度，是此背景下教育技术设计的关键要素。
英文摘要
Cross-expertise technical communication (i.e., communicating about computing topics across levels of computing expertise) is important for workplace collaboration. However, students are underprepared because computing education rarely explicitly teaches communication, and available practice tends to occur among peers with similar expertise. We take a learner-centered design approach to inform technologies for developing these skills. We interviewed 12 industry professionals and conducted focus group and co-design sessions with 14 college students preparing for computing-related roles. Professionals emphasized adapting communication, negotiating expectations, building shared understanding, and using multiple modalities and artifacts. Students anticipated challenges adapting communication, navigating unfamiliar workplace dynamics, and communicating under fear of judgment, and valued rich, realistic practice environments that preserved their psychological safety. Synthesizing professional and learner perspectives with educational theory, we conclude that building self-efficacy through authentic mastery experiences and changing attitudes related to help-seeking are critical elements for educational technology design in this context.
