ICLS 2014 logo11th

International Conference of the Learning Sciences

Boulder, Colorado, USAJune 23-27, 2014

Workshops and Charrettes for ICLS 2014

Full Day Workshops

Monday, June 23 at 9:00am - 5:30pm

Current Research and Practice on Learning Communities: What We Know, What Are the Issues, and Where Are We Going?

Organizers: Katerine Bielaczyc (Clark University), Dani Ben-Zvi (The University of Haifa), Yotam Hod (The University of Haifa)

Description: We envision building an ongoing learning community (LC) of researchers who are interested in studying LCs. Given this goal, the purpose of this workshop is to bring together active researchers who study LCs, in all their forms, to better understand the past, present, and future of this central theme in the learning sciences. The workshop will be structured following a LC model, so that norms of trust, collaboration, and personalization can be developed, while participants share their expertise and contribute to a collective knowledge-building process on LCs.

Participation: Open to all. Participants interested in a special role should visit lc.edtech.haifa.ac.il and choose the "key contributor" option when completing the form. For questions, please contact Yotam Hod yotamhod24@gmail.com

Analytics for Learning and Becoming in Practice

Organizers: Simon Knight and Simon Buckingham Shum (Open University, UK), David Williamson Shaffer, Wesley Collier and Golnaz Arastoopour (University of Wisconsin-Madison, US), Alyssa Friend Wise (Simon Fraser University, CA), Paul A. Kirschner (Open University, NL)

Description: Learning Analytics sits at the intersection of the learning sciences and computational data capture and analysis. Analytics should be grounded in the existing literature with a view to data ‘geology’ over ‘mining’. This workshop explores how analytics may extend the common notion of activity trace data from processes to encompass practices, with a working distinction for discussion as:

  • Process – series of related actions engaged in as part of learning activities
  • Practice – repertoire of processes organised around particular foci recognised within a social group

The workshop intersperses attendee presentations/demos with relevant theme-based discussions.

Participation: Limited availability for general registration. For more information and to apply, please visit: http://events.kmi.open.ac.uk/icls-analytics

Social, Motivational and Affective Dimensions of Learning Through Social Interaction

Organizers: Christa Asterhan (School of Education, Hebrew University of Jerusalem), Sherice Clarke (University of Pittsburgh, Learning Research & Development Center)

Description: There is strong evidence of the cognitive benefits of collaborative-sense-making through talk and dialogue. However, it is often challenging to elicit and sustain student participation in such practices. This workshop emerges from growing enquiry across the learning sciences on the social, motivational and affective dimensions of learning through social interaction. Examining and integrating such dimensions in empirical research on learning through social interaction raises fundamental methodological, conceptual and theoretical issues for the field. This workshop aims to bring together scholars from different disciplines to critically examine these issues and to map the terrain for future research.

Participation: Open to all.

Exposing and Assessing Learners’ Epistemic Thinking


Organizers: Maggie Renken (Georgia State University), Clark Chinn (Rutgers University), Penelope Vargas (Clemson University), William Sandoval (UCLA)

Description: Revealing and conceptualizing learners’ epistemic thought is especially challenging. Participants in this workshop will discuss varied conceptualizations of epistemic cognition and how to apply these conceptualizations to empirical research. We will explore empirical methods that extend beyond traditional interview and questionnaire methods to better expose authentic, ongoing epistemic thinking. Presentations and discussions will explore means of revealing epistemic thinking in classrooms and other settings and methods of analyzing data from learners’ interactions. A primary goal of the workshop is to foster collaborative, interdisciplinary future work.

Participation: Open to all. Participants interested in presenting their work during this workshop should go to see https://sites.google.com/site/epistemicthinking/home or contact Maggie Renken mrenken@gsu.edu.

MOOCShop 2014

Organizers: Steven Lonn (University of Michigan), Christopher Brooks (University of Michigan), Zach Pardos (University of California at Berkeley), Barry Peddycord III (NC State University), Emily Schneider (Stanford University), Ido Roll & Ashley Shaw (University of British Columbia)

Description: Moocshop 2014 (Moocshop.org) is the second iteration of the Workshop on Massive Open Online Courses, an interdisciplinary forum for researchers to address the pedagogical and technological opportunities in designing and evaluating MOOCs. Using a participatory problem-solving framework, the goal of Moocshop 2014 is to collaboratively generate priorities for platform development, instructional strategies, and research in MOOCs, with a clear emphasis on learning. The facilitators and presenters will lead a set of activities and discussions around integrating insights from the learning sciences into the design of MOOCs, as well as how MOOCs provide opportunities for the learning sciences as a site for research.

Participation: Open to all.

Mediated Action and Mediated Discourse Analysis: Studying Learning and Becoming at the Nexus of Practice

Organizers: Ingrid de Saint-Georges (University of Luxembourg), Kevin O’Connor (University of Colorado Boulder), James Wertsch (Washington University in St. Louis)

Description: The purpose of the workshop is to explore the closely related frameworks of mediated action (MA) (Wertsch, 1998) and mediated discourse analysis (MDA) (Scollon & Scollon, 2004). In the spirit of a study group, participants will 1) engage in a dialogue around what these frameworks can bring to the learning sciences, 2) get hands-on experience analysing empirical material from these two perspectives, 3) discuss their own research practices within these frames. One anticipated outcome of the workshop is the development of a research agenda and an international network in the learning sciences with a particular focus on MA/MDA.

Participation: Open to all. Participants interested in presenting their work during this workshop should contact Ingrid de Saint-Georges ingrid.desaintgeorges@uni.lu

Interaction Analysis of Student Teams Enacting the Practices of Collaborative Dynamic Geometry


Organizers: Gerry Stahl (Drexel University)

Description: Analyze evidence of mathematical learning in a CSCL approach. Make collaborative learning, group cognition and formation of team practices visible in the discourse. Conduct fine-grained interaction analysis of logs across a sequence of chat sessions using the Virtual Math Teams collaboration environment incorporating multi-user dynamic-geometry software. Analyze changes in the student team’s ability to engage in collaboration, software usage, geometry construction, problem solving, mathematical reasoning, design of geometric dependency and creative exploration – underlying practices of collaborative dynamic geometry. Join researchers and experienced interaction analysts to discuss data from this long-term design-based-research CSCL effort. Details and materials: http://gerrystahl.net/vmt/icls2014. Contact: Gerry@GerryStahl.net.

Participation: Open to all.

Half Day Workshops

Monday, June 23 at 2:00pm - 5:30pm

4th International Workshop on Teaching Analytics


Organizers: Peter Reimann (University of Sydney), Ravi Vatrapu (Copenhagen Business School)

Description: Teaching Analytics is conceived as a subfield of learning analytics that focuses on the design, development, evaluation, and education of visual analytics methods and tools for teachers in primary, secondary, and tertiary educational settings. The Fourth International Workshop on Teaching Analytics (IWTA) 2014 seeks to bring together researchers and practitioners in the fields of education, learning sciences, learning analytics, and visual analytics to investigate the design, development, use, evaluation, and impact of visual analytical methods and tools for teachers’ dynamic diagnostic decision-making in real-world settings.

Participation: Open to all. Participants interested in presenting their work during this workshop should contact Peter Reimann, peter.reimann@sydney.edu.au.

Tuesday, June 24 at 9:00am - 12:30pm

Writing Competitive Proposals for Programs in NSF’s Division of Research in Learning in Formal and Informal Settings

Organizers: Ellen McCallie (National Science Foundation), Chris Hoadley (New York University), Michael Ford (University of Pittsburgh

Description: The National Science Foundation supports innovative research, development, and evaluation of learning and teaching across STEM settings. This workshop focuses on understanding the priorities of DRL’s programs and provides guidance in writing competitive, high quality proposals. The workshop is structured to include opportunities for collaborative work, discussion, and questions. The content of the workshop includes: 1) STEM educational research in DRL; 2) priorities and changes in DRL’s major programs, 3) NSF’s proposal review process; and (4) characteristics of competitive and poorly-rated proposals. Both novice and experienced researchers are encouraged join in the discussions and to bring proposal concepts for discussion.

Participation: Open to all.

Tightening Research-Practice Connections: Taking ISLS Findings to Public Debate

Organizers: Susan McKenney (Open University & Twente University, the Netherlands), Kim Gomez (University of California at Los Angeles), Brian Reiser (Northwestern University)

Description: This session will: sensitize participants to the importance of sharing research findings with non-researchers (e.g. teachers, school leaders, policy makers, parents); inform participants about existing strategies for engaging in public debate; and support participants in forming collaborative outreach projects. During the workshop, collaboration teams will identify specific research insights to be shared with non-researchers; start shaping key messages; and select approaches for engaging in public debate (e.g. New York Times editorial, NSTA workshop). After the workshop, teams will develop and implement the planned outreach approaches. Thereafter, a paper and/or journal special issue is envisioned, documenting the processes.

Participation: Open to all. Participants interested in presenting their work during this workshop should contact Susan McKenney susan.mckenney@utwente.nl

Cultivating Design-Based Thinking Using Studio Pedagogy


Organizers: Leslie Herrenkohl, Iain Robertson, Tammy Tasker, Julie Johnson (University of Washington)

Description: Workshop participants will learn about design-based thinking from design and learning sciences faculty, explore design-based thinking environments across disciplines and cultures, and engage in exercises that may be adapted and applied to their own settings. The workshop includes hands-on exercises developed to cultivate students' design based thinking in higher education at the University of Washington, and in China and Norway. It will be intensively interactive and collaborative and will emphasize design thinking practices including: (1) do first, reflect later, (2) take risks and engage publicly with still-forming ideas and competing views, (3) surface and examine underlying values. These practices will illustrate complex and interconnected views of knowledge, practices, artifacts and the people who use them.

Participation: Open to all.

Constructing Assessment Items That Blend Core Ideas and Science Practices

Organizers: Angela Haydel DeBarger (SRI International), Joseph Krajcik (Michigan State University), Christopher Harris (SRI International)

Description: How do you measure knowledge in use? In this workshop, participants will apply principles of Evidence-Centered Design to construct assessments that meet the ambitious goal of integrating disciplinary core ideas with practices, much like in the Next Generation Science Standards. In small groups, participants will unpack assessable components of science standards and construct learning goals that integrate aspects of core ideas and science practices. Participants will learn design principles for specifying evidence that students need to meet the learning goals and define task features to elicit the desired evidence. Using these design principles, participants will craft items and rubrics.

Participation: Open to all.

INVITATION ONLY: Networked Learning In The Learning Sciences

Organizers: Freydis Vogel, Frank Fischer, Daniel Sommerhoff (University of Munich)

This workshop brings together professors, post-docs and PhD students involved or interested in the Network of Academic Programs in the Learning Sciences. Main focus is to discuss Learning Sciences as a domain of learning itself. The goal of the discussion is to develop a concept of how to realize digital learning resources in the Learning Sciences and to develop ideas how these digital resources could be used in Learning Sciences degree programs and beyond. Based on the results of the workshop discussions, a repertoire of digital learning resources will be created and made available to the ISLS community.

Participation: By invitation only.

Identifying Contextually Meaningful Indicators of Interest


Organizers: Ann Renninger (Swarthmore College), Suzanne Hidi (University of Toronto), Christian Schunn (University of Pittsburgh)

Measuring interest that is contextually meaningful both in and out of school is critical for the learning sciences. This workshop is designed to build on participants’ experiences and goals. Small working groups will be used to explore issues; whole group discussion will be used to consider available evidence for indicators of interest, and finally, measures in use will be reviewed. Prior to the workshop, participants will submit a short bio, respond to a pre-workshop survey describing the context(s) in which they work, their data sources, and methods. They are invited to bring a poster describing their work to the workshop.

Participation: Open to all.

Design Charrettes

ICLS is pleased to offer an innovative session format called a design charrette. A design charrette is an intensive, collaborative experience that brings together stakeholders to develop a shared understanding of the diverse needs a design must meet, and to brainstorm possible ways to address those needs through engaging directly in design. It is a fast-moving experience that involves “thinking with your hands” and pushes the boundaries of how we expect to interact with our colleagues around research and development. Participant-designers are tasked with developing models, experiences, objects or materials that address particular goals, constraints, and scenarios of use. Whole group and sub-groups engage in design-based activities that can include hands-on modeling, role-play, story boarding, etc. Ideas under development are presented and discussed throughout the session to promote discussion and innovation.

ICLS design charrettes will take place on Tuesday, June 24th from 9:00am - 12:30pm. Participation is limited. The cost is free.

Session 1: 9:00am – 12:30pm
Designing for Student Agency and Authority around Issues of Climate Change

Organizers: Victoria Hand (CU-Boulder), Leilah Lyons (University of Illinois at Chicago), Chrystalla Mouza (University of Delaware), Elizabeth Walsh (San José State University)
Description: The effects of climate change may be most profoundly felt starting ten years from now. Today's young people, then, will be the primary inheritors of these effects. In response, organizations are investing resources in opportunities for youth to take action in political and social spheres around climate and pollution (e.g., Green Ninja; UN Children, Youth and Climate Change; Energy Action Coalition). This design charrette will contribute to this effort by drawing on powerful media and educational resources to develop materials for civic engagement of middle school students. The design process will involve high school students and learning scientists in activities that that inspire creative and systems-level thinking around climate change. High school students will be positioned as key contributors to this process.

Maximum number of participants: 15

Session 2: 9:00am - 12:30pm
The Learning Theater: Designing a Flexible Reconfigurable Space for Ambitious Learning and Teaching on Campus

Organizers: Gary Natriello (Columba University), Hui Soo Chae (Columbia University)

Description: A renewed interest in experimentation with new forms and formats for learning and teaching on college and university campuses is creating pressure to re-think the spaces available for students and faculty to come together for learning. Projects as diverse as the ASU Decision Theater (http://dt.asu.edu) the MIT TEAL Project (http://web.mit.edu/edtech/casestudies/teal.html), and the Learning Space Toolkit (http://learningspacetoolkit.org/) illustrate the growing spirit of experimentation that is driving the creation or renovation of spaces intended for learning. All too often learning scientists are brought into such projects late in the design and development process or not at all. This design charrette will engage learning scientists in the design of a space to support ambitious learning and teaching.

Maximum number of participants: 22