The ISLS Fellows program recognizes those who have made major contributions to the field of the Learning Sciences since its inception nearly three decades ago. These individuals are each highly accomplished scholars and community members who will continue to serve in critical roles for the society in the future through their continued leadership and mentorship activities. The formal announcement of the Fellows program took place on June 22, 2017 at the 2017 Computer-Supported Collaborative Learning (CSCL) conference in Philadelphia, one of two biennial academic research conferences sponsored by ISLS.
The inaugural cohort of fellows consisted distinguished learning scientists who have served previously as elected presidents of the society, editors of the two flagship journals (Journal of the Learning Sciences and International Journal of Computer-Supported Collaborative Learning), and founders of the field.
New fellows are named in subsequent years through a selection committee consisting of existing ISLS fellows.
List of Fellows
Inaugural Fellows: 2017
- Pierre Dillenbourg École Polytechnique Fédérale De Lausanne (Switzerland)
- Frank Fischer Ludwig-Maximilians-Universität München (Germany)
- Susan Goldman University of Illinois, Chicago (USA)
- Friedrich Hesse Leibniz-Institut für Wissensmedien (Germany)
- Cindy Hmelo-Silver Indiana University (USA)
- Christopher Hoadley New York University (USA)
- Yasmin Kafai University of Pennsylvania (USA)
- Paul Kirschner Open University of the Netherlands (Netherlands)
- Janet Kolodner Boston College (USA)
- Timothy Koschmann Southern Illinois University (USA)
- Eleni Kyza Cyprus University of Technology (Cyprus)
- Marcia C. Linn University of California, Berkeley (USA)
- Claire O’Malley University of Nottingham (UK)
- Roy Pea Stanford University (USA)
- Joshua Radinsky University of Illinois, Chicago (USA)
- Carolyn Rosé Carnegie-Mellon University (USA)
- Gerry Stahl Drexel University (USA)
- Iris Tabak Ben Gurion University of the Negev (Israel)
- Nancy Law Hong Kong University (Hong Kong)
- James Pellegrino University of Illinois, Chicago (USA)
- William Penuel University of Colorado, Boulder (USA)
- Jeremy Roschelle Digital Promise (USA)
- Nikol Rummel Ruhr-Universität Bochum (Germany)
- William Sandoval University of California, Los Angeles (USA)
- Susan Yoon University of Pennsylvania (USA)
- Allan Collins Northwestern University (Emeritus) (USA)
- Bat-Sheva Eylon Weizmann Institute of Science (Israel)
- Kris Gutiérrez University of California Berkeley (USA)
- Heisawn Jeong Hallym University (Korea)
- Yael Kali University of Haifa (Israel)
- Carol D. Lee Northwestern University (Emeritus) (USA)
- Sten Ludvigsen University of Oslo (Norway)
- Miguel Nussbaum Pontificia Universidad Catolica de Chile (Chile)
- Joseph Polman University of Colorado Boulder (USA)
- Brian Reiser Northwestern University (USA)
- Clark Chinn Rutgers University (USA)
- Ulrike Cress University of Tübingen (Germany)
- Kim Gomez UCLA (USA)
- Luis Gomez UCLA (USA)
- Sanna Järvelä University of Oulu (Finland)
- Chee-Kit Looi Nanyang Technological University (Singapore)
- Susan Jurow University of Colorado, Boulder (USA)
- Victor Lee Stanford University (USA)
- Susan McKenney University of Twente (Netherlands)
- Na’ilah Nasir Spencer Foundation (USA)
- Nancy Songer University of Utah (USA)
Professor at the Graduate School of Education at Rutgers University—New BrunswickYear of induction: 2022
Clark Chinn is a Professor at the Graduate School of Education at Rutgers University—New Brunswick. His research focuses on epistemic cognition, reasoning and argumentation, learning from multiple documents, learning through inquiry, and collaborative learning. His most recent work has focused on how to promote the goals of epistemic education—education that improves students’ ways of knowing and thinking—with a particular focus on promoting better thinking in our so-called “post-truth” world. He has also worked extensively on model-based inquiry in middle-school science classes—designing learning environments and investigating how these environments promote conceptual change and epistemic growth. He was Editor of the journal Educational Psychologist from 2011 to 2015. He is a Fellow of the American Educational Research Association and of the American Psychological Association (Division 15—Educational Psychology). He has co-edited several books, most recently the International Handbook of Inquiry and Learning.
Full-professor, University of Tübingen, Department of PsychologyYear of induction: 2022
Ulrike Cress studied psychology, received her doctorate in 2000 and her habilitation at the University of Tübingen in 2006. Since 2008 is a full-professor at the University of Tübingen in the Department of Psychology and since 2017 she is director of the Leibniz-Institut für Wissensmedien (Knowledge Media Reseach Center). With her Knowledge Construction Lab at the IWM her research focuses on social and cognitive psychological processes that are relevant to the collaborative construction and use of knowledge. Much of her work serves to further develop the cognitive-systemic “co-evolution model for individual learning and collaborative knowledge construction” presented in 2008 with Joachim Kimmerle. It is used, for example, in mass collaboration (e.g., collaborative writing in Wikipedia), in science communication, or in participatory decision making by doctors and patients. Ulrike Cress conducted numerous projects on the range of topics related to digital learning in schools and universities, as well as on informal learning contexts such as citizen science, search as learning, or knowledge construction with social media. These have been funded by the EU, DFG, BMBF, the states BW, NRW, HE and the Leibniz competition. Ulrike Cress has published more than 150 peer-reviewed journal articles and edited 9 books, including the International Handbook of Computer-Supported Collaborative Learning published in 2021. Furthermore, she is executive co-editor of the International Journal of Computer-Supported Learning.
A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been assistant professor at the University of Geneva. He joined EPFL in 2002. He has been the academic director of Center for Digital Education, which implements the MOOC strategy of EPFL (over 2 million registrations). He is full professor in learning technologies in the School of Computer & Communication Sciences, where he is the head of the CHILI Lab: “Computer-Human Interaction for Learning & Instruction”. He is the director of the leading house DUAL-T, which develops technologies for dual vocational education systems (carpenters, florists, etc.). With EPFL colleagues, he launched in 2017 the Swiss EdTech Collider, an incubator with 70 start-ups in learning technologies. In 2018, he co-founded LEARN, the EPFL Center of Learning Sciences that brings together the local initiatives in educational innovation.
Professor for Education and Educational Psychology, Ludwig-Maximilians-Universität München
Year of induction: 2017
Frank Fischer is a full professor of Educational Science and Educational Psychology at the University of Munich. He is the speaker of the Munich Center of the Learning Sciences, an interdisciplinary collaboration of more than 30 research groups focusing on advancing research on learning “from cortex to community”. He served as President of the International Society of the Learning Sciences. His research focuses on how people learn to engage in scientific reasoning and argumentation, as well as in diagnostic reasoning. Settings include computer-supported collaborative learning and simulation-based learning environments in secondary school and in higher education. With respect to guidance he is interested in how collaboration scripts can make social interaction more beneficial for learning. He was an associate editor for the American Educational Research Journal and is on the editorial boards of several international journals, including Learning and Instruction, Journal of the Learning Sciences and Educational Psychologist. He has edited 15 books and special issues and published more than 125 journal articles and book chapters.
Barry Fishman is Arthur F. Thurnau Professor of Learning Technologies in the University of Michigan School of Information and School of Education. His research focuses on: video games as models for learning environments, teacher learning and the role of technology in supporting teacher learning, and the development of usable, scalable, and sustainable learning innovations through design-based implementation research (http://learndbir.org), which he helped to establish. He is also the co-creator of GradeCraft, a game-inspired learning management system (https://gradecraft.com). Dr. Fishman currently serves as Innovator-In-Residence at the University of Michigan Office of Academic Innovation. He is a Fellow of the International Society for Design and Development in Education. He was co-author of the Obama Administration’s 2010 U.S. National Educational Technology Plan, and served as Associate Editor of The Journal of the Learning Sciences from 2005-2012. In 2017, Dr. Fishman was named the Michigan Association of State Universities “Distinguished Professor of the Year.” He received the 2016 “Campus Technology Innovator of the Year Award” for work with GradeCraft, was the 2010 recipient of the Provost’s Teaching Innovation Prize, the 2003 Pattishall Junior Faculty Research Award, and was the 2001 recipient of the Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies from the American Educational Research Association. He received his A.B. from Brown University in English and American Literature in 1989, his M.S. from Indiana University in Instructional Systems Technology in 1992, and his Ph.D. in Learning Sciences from Northwestern University in 1996.
Susan R. Goldman, (PhD., University of Pittsburgh) is Distinguished Professor of Liberal Arts and Sciences, Psychology, and Education, and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago. She conducts research on learning, instruction, assessment, and roles for technology. Most recently, she has focused on understanding the literacy demands in different academic disciplines and the implications of these demands for supporting learning, especially in adolescents (www.projectreadi.org). This work expanded to a focus on how teachers learn to engage in the forms of instruction called for by literacy, mathematics, and science programs that are consistent with the deep learning needed to meet the demands of the 21st century. She collaborates with educational practitioners to bridge research and practice. She is a member of the National Academy of Education, an Inaugural Fellow of the Society for Text and Discourse and of the International Society of the Learning Sciences, and a Fellow of the American Educational Research Association. She served on the ISLS Board of Directors from 2009–2015, and as its President in 2012–2013. She is Executive Officer of the ISLS 2016–2021. She has also served on the Board of Directors of the Society for Text and Discourse from its founding until 2007 and as the third President from 2000–2007. Goldman has held Associate Editor positions for Discourse Processes (1998–2010), the Journal of Educational Psychology (2007–2012), and is on the editorial board of the Journal of the Learning Sciences.
Professor, School of Education & Information Studies, UCLAYear of induction: 2022
Kim Gomez is Professor in the School of Education & Information Studies at UCLA. She leverages design-based and impact-focused research methodologies to study and support literate practices in STEM teaching and learning with the aim of supporting more socially just and equitably focused designed tools and contexts. In 2019 she was awarded an 18-month NSF CS for All funding as a part of the Researcher-Practitioner Partnership (RPP) program the focus of which was the co-design of effective problem-solving pedagogy practices in elementary CS classes. The work introduced an extension of the conjecture map conceptual tool, by adding equity conjectures to the mapping. The equity conjectures supported conceptualization, and co-design of the CS lesson templates.
Currently, she is a Co-PI (with June Ahn) on a 3-year W.T. Grant Foundation funded study of the use of research evidence in working within RPPs. With Ahn, she is attending to anti-racist processes and structural features of RPPs. In this work, they aim to illustrate the potential of RPPs for addressing persistent systemic K-12 educational inequities. From 2011-2019, Dr. Gomez was a Senior Fellow for Literacy and Language at the Carnegie Foundation for the Advancement of Teaching. She supported the co-design of literacy supports in developmental mathematics curricula. She has been awarded funding from the W.T. Grant, Spencer, Joyce Family, and MacArthur Foundations, among others. The author of over 60 publications, she has received numerous awards, including the Harold A. and Lois Haytin Faculty Award from UCLA for her collaborative work with practitioners.
Professor, School of Education & Information Studies, UCLA-Senior Fellow at the Carnegie Foundation for the Advancement of Teaching.Year of induction: 2022
Louis Gomez is a learning scientist dedicated to educational improvement. His research and design efforts are aimed at helping to support community formation in schools, and other organizations, so that they can collaboratively create new approaches to teaching, learning and assessment. With colleagues, he has worked to bring Improvement Science to the field of Education. This work is aimed at helping the field take a new perspective on design, educational engineering, and development efforts that catalyze long-term, cooperative initiatives. These initiatives move through repeated cycles of problem diagnosis, design, assessment, and redesign, all organized around problems associated with the day-to-day work of teaching and learning in educational institutions. The work gains much of its power because it is carried out in highly focused collaboratives that Gomez and colleagues call Networked Improvement Communities. Gomez received the bachelor’s degree in psychology from the State University of New York at Stony Brook in 1974 and a doctorate in cognitive psychology, in 1979, from UC Berkeley. Louis Gomez currently serves as Professor of Education and Information Studies at UCLA and as a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching.
Rogers Hall is Wachtmeister Professor of Education at Vanderbilt University. His research focuses on diverse STEM conceptual practices, using comparative analysis to follow learning as embodied and historical activity. He designs experimental learning environments for new modes of engagement in these practices, while co-directing the Space, Learning and Mobility (SLaM) Lab, where he has contributed to design studies of learning:
- in ensemble and embodied activity (e.g., “walking scale geometry” and dance choreography for mathematics learning),
- when mobility is both the means and content of what is learned (e.g., youth mobility and counter mapping, shaping engagement during family museum visits),
- by making and following “story lines” that share public history as walking tours (e.g., digital spatial storytelling in classrooms and a community museum),
- by reflecting on relations between personal geography and thematic maps that model historical and social distribution (e.g., telling stories with open, large-scale data and mapping self in society), and
- through hearing and listening in popular culture (e.g., close listening and soundscaping).
Hall holds a Ph.D. in computer science from UC Irvine (1990). He taught at UC Berkeley before joining the Vanderbilt faculty. He is a fellow of the American Educational Research Association and of the International Society of the Learning Sciences. Hall was a residential fellow at the Center for Advanced Study in Behavioral Sciences (Stanford University, 2007-2008), the UC Humanities Research Institute (2001), and the Max Planck Institute for the History of Science (1999). He was also a NAE/Spencer Foundation and McDonnell Foundation postdoctoral fellow (1996-1997).
Friedrich Hesse is Founding Director of the Leibniz-Institut für Wissensmedien (IWM) and at present head of the Knowledge Exchange Lab. He is Scientific Vice-President of the Leibniz Association (an umbrella organization for 93 research institutes in Germany) and is holding the Chair of the Department for Applied Cognitive- and Media Psychology at the University of Tuebingen. Friedrich Hesse has been initiator and speaker for the first Virtual Graduate School Knowledge acquisition and knowledge exchange with new media funded by Deutsche Forschungsgemeinschaft (German Research Society, DFG), the DFG-Priority Programme Netbased Knowledge Communication, the DFG-Research Group Analysis and Promotion of Effective Processes of Learning and Instruction and the first Leibniz-ScienceCampus Informational Environments. Friedrich W. Hesse studied psychology at the Universities of Marburg and Duesseldorf, received his doctorate at the RWTH Aachen and qualified as Professor of Psychology at the University of Goettingen. He was research fellow at the Learning Research and Development Center (LRDC) and at the Carnegie Mellon University in Pittsburgh. He was Head of the Department of Applied Cognitive Science at the German Institute of Research for Distance Education (DIFF) and for two years director at the Laboratoire Européen de Recherche sur les Apprentissages et les Nouvelles Technologies (LERANT) in Frankreich funded by CNRS.
Cindy E. Hmelo-Silver
Barbara B. Jacobs Chair in Education and Technology Professor of Learning Sciences, Indiana University
Year of induction: 2017
Dr. Cindy E. Hmelo-Silver is the Barbara B. Jacobs Chair in Education and Technology, Professor of Learning Sciences, and Director of the Center for Research on Learning and Technology in the School of Education of Indiana University. She received her Ph.D. in Cognitive Studies from Vanderbilt University. Her research interests focus on how people learn about complex phenomena and how technology can help support that learning. As part of this work, she studies problem-based learning, collaborative engagement, social knowledge construction, and computer supported collaborative learning. Current projects focus on developing adaptive support for collaborative inquiry for students and support for teachers in orchestrating collaborative inquiry.
Dr. Hmelo-Silver is an ISLS inaugural fellow as well as being a fellow of the American Educational Research Association. She is a past president of the International Society for Learning Sciences as well as being a past editor of the Journal of the Learning Sciences, currently Associate Editor of Instructional Science and she serves on the editorial board of the International Journal of Computer Supported Collaborative Learning. She has co-edited several books, most recently the International Handbook of the Learning Sciences.
Dr. Chris Hoadley is associate professor in the Steinhardt School of Culture, Education, and Human Development at New York University. His research focuses on collaborative technologies for learning and human flourishing, computer support for cooperative learning (CSCL), and design-based research methods, a term he coined in the late 1990s. Hoadley is the director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is a fellow of the International Society for the Learning Sciences (ISLS) and was an affiliate scholar for the National Academy of Engineering’s Center for the Advancement of Scholarship in Engineering Education (CASEE), and was a Fulbright Scholar in India and Nepal. From 2011–2013, he was program director of the Educational Technology programs at NYU and founding program director of the Games for Learning program, and on the founding faculty presidium of MAGNET, the NYU Media And Games Network. From 2013–2016, he was on loan to the National Science Foundation as the program director in charge of the Cyberlearning and Future Learning Technologies program in the Directorate of Computer and Information Science and Engineering and the Directorate of Education and Human Resources Division of Research on Learning. Hoadley previously chaired the American Educational Research Association’s Special Interest Group for Education in Science and Technology (now SIG: Learning Sciences), and served as the co-founder and first president of the International Society for the Learning Sciences.
Professor in learning sciences and head of the Learning and Educational Technology Research Unit (LET) in the University of Oulu, FinlandYear of induction: 2022
Sanna Järvelä is a professor in learning sciences and head of the Learning and Educational Technology Research Unit (LET) in the University of Oulu, Finland. Her research interests deal with self-regulated learning, computer supported collaborative learning and on-line learning processes. Järvelä and her research group is internationally recognized in theoretical and methodological advancement of social aspects of self-regulated learning (socially shared regulation in learning) and multimodal research methods. She has published over 180 scientific papers in international refereed journals and about 50 book chapters and three edited books. She has been an Associate Editor in Learning and Instruction and she is the co-Chief Editor in the International Journal of Computer Supported Collaborative Learning since 2019. Järvelä has been invited for the member of the Finnish Academy of Science and Letters in 2015 and she is the past European Association for Research on Learning and Instruction (EARLI) president. She is a member of the OECD PISA 2025 ‘Learning in the Digital World’ expert team and co-PI of the Center for Learning and Living with AI (CELLA) funded by Jacobs Foundation.
Ton de Jong holds a chair in Instructional Technology at the University of Twente, the Netherlands. He specializes in inquiry learning and collaborative learning (mainly in science domains) supported by technology. He was coordinator of several EU projects and several national projects including the ZAP project in which interactive games/simulations for psychology were developed. ZAPs commercial licences now exceed 80,000 in number. He was coordinator of the 7th framework Go-Lab project on learning with online laboratories in science and currently is coordinator of its H2020 follow-up project Next-Lab (see www.golabz.eu). He published over 200 journal articles and book chapters, was associate editor for the Journal of Engineering Education and for Instructional Science and currently is on the editorial board of eight journals. He has published papers in Science on inquiry learning with computer simulations (2006), design environments (2013), and virtual laboratories (2013). He is AERA fellow and was elected member of the Academia Europaea in 2014. He has been dean of the master programme Educational Science and Technology at the University of Twente.
Professor of Learning Sciences & Human Development program at the University of Colorado, Boulder (U.S.A.)Year of induction: 2022
A. Susan Jurow is currently a Professor of Learning Sciences & Human Development program at the University of Colorado, Boulder (U.S.A.), Associate Dean for Diversity, Equity, and Community Engagement, and co-Editor in Chief of the Journal of the Learning Sciences (2021-2024).
Susan’s publications have focused on understanding what counts as consequential learning for people – in schools, in communities, and in institutions of higher education. She has studied mathematics learning in middle school classrooms, learning as part of progressive social movements for justice, and learning and “un-learning” related to organizing for equity in institutions of higher education. Across these diverse contexts, Susan and her remarkable collaborators have foregrounded people’s capacity to organize new futures while simultaneously struggling against entrenched systems of oppression.
Susan values working side-by-side with partners – youth, community organizers, students, and colleagues – to challenge narrow conceptions of learning and to imagine new and transformative ways of knowing and being. It is her desire to support the ongoing development of the Learning Sciences to be fearless and focused in its work to understand, question, and re-organize learning so that we can embody our ethical responsibilities to each other.
Yasmin B. Kafai is a learning scientist and designer of online tools and communities to promote coding, crafting, and creativity across grades K–16. Her work empowers students to use computer programming to design games, sew electronic textiles, and grow applications in biology with the goal of supporting creative expression, building social connections, and broadening participation in computing. She helped develop with MIT colleagues the popular programming tool Scratch—known as the YouTube of interactive media—where millions of kids create and share their programs. With Exploring Computer Science, she has developed a high school curriculum with electronic textiles to introduce high school students to creative computing. In her recent book series on youth digital media published by MIT Press, she unveils the connections between playing online, learning programming, and making games for more constructive and creative participation in networked communities, see Connected Play: Tweens in a Virtual World,(with Deborah Fields), Connected Code: Why Children Need to Learn Programming and Connected Gaming: What Making Video Games Can Teach Us about Learning and Literacy, (both written with Quinn Burke). Her award-winning work has received generous funding from the National Science Foundation, Spencer Foundation, MacArthur Foundation and Google. She worked with Seymour Papert and Idit Harel at the MIT Media Laboratory from 1989–1994 and then joined the faculty at the University of California, Los Angeles. She is a fellow of the American Educational Research Association and the International Society of the Learning Sciences.
Paul A. Kirschner, Dr.h.c. (1951) is Distinguished University Professor and professor of educational psychology at the Open University of the Netherlands as well as Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu, Finland. He is Research Fellow of the American Educational Research Association, the International Society of the Learning Sciences, and the Netherlands Institute for Advanced Study in the Humanities and Social Science. He is a past President (2010–2011) of the International Society for the Learning Sciences and a former member of the Dutch Educational Council and, as such, was advisor to the Minister of Education (2000–2004). He is also a member of the Scientific Technical Council of the Foundation for University Computing Facilities (SURF WTR), chief editor of Journal of Computer Assisted Learning and associate editor of Computers in Human Behavior. He is co-author of the recently released book Urban Myths about Learning and Education as well as of the highly successful book Ten steps to complex learning, and editor of two other books (Visualizing Argumentation and What we know about CSCL).
Timothy Koschmann is a Professor Emeritus of Medical Education at Southern Illinois University School of Medicine. He began his training in Philosophy (B.A., University of Missouri-Kansas City) going on to complete advanced degrees in Experimental Psychology (M.S., University of Wisconsin-Milwaukee) and Computer Science (Ph.D., Illinois Institute of Technology, 1987). He was awarded an honorary doctorate from the Faculty of Education at Göteborg University in 2013.
Koschmann is a communication scholar with a special interest in practical organizations of instructing. Early in his career he took an avid interest in the possibilities for using technology to support collaboration and learning. This inevitably led to more foundational inquiries into precisely how understanding is displayed and monitored within interaction. He has done extensive fieldwork in settings in which physicians and surgeons do their work and receive their training. Koschmann uses digital video and other associated exhibits as aids in fixing events of interest for later reconstruction and analysis.
Dr Nancy Law is a professor in the Division of Information Technology in Education, Faculty of Education at the University of Hong Kong. She served as the Founding Director for the Centre for Information Technology in Education (CITE) for 15 years from 1998. She also led the Science of Learning Strategic Research Theme at the University of Hong Kong. She is widely known known for her work in the integration of digital technology in learning and teaching to promote scalable student-centred pedagogical innovations. Her research interests include international comparative studies of technology-enabled learning innovations, models of ICT integration in schools and change leadership, computer supported collaborative learning, the use of expressive and exploratory computer-based learning environments, learning design and learning analytics. She received a Humanities and Social Sciences Prestigious Fellowship Scheme Award by the Hong Kong SAR Research Grants Council in 2014 in recognition of her outstanding research. She has served as an executive editor of the International Journal of Computer Supported Collaborative Learning since 2013.
Associate Professor in Learning Sciences and Technology Design at Stanford UniversityYear of induction: 2022
Victor R. Lee is Associate Professor in Learning Sciences and Technology Design at Stanford University and Past-President (2020-2021) and Board Member (2015-2022) for ISLS and past-Chair of the Special Interest Group in Advanced Technologies for Learning for the American Educational Research Association (2010-2012). His research examines issues of STEM teaching and learning with specific focus on supporting learning with data in and out of school settings and integration of computational technologies into teaching and learning contexts that range from makerspaces to elementary computer science curricula. Previously, he was on the faculty for over ten years at Utah State University’s Department of Instructional Technology and Learning Sciences. He has over 120 publications, including 50 peer reviewed journal articles and two edited learning sciences books. Lee also co-authored the National Academies 2021 consensus report Cultivating Interest in Competences in Computing: Authentic Experiences and Design Factors. He received the Jan Hawkins Award from the American Educational Research Association, a National Science Foundation CAREER award, and the National Academy of Education/Spencer Foundation postdoctoral fellowship. Lee earned his doctorate in Learning Sciences at Northwestern University and actively works to continue to grow and increase inclusion within the learning sciences community.
Marcia C. Linn is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science (AAAS), the American Psychological Association(APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). She has served as President of the International Society of the Learning Sciences (ISLS), Chair of the AAAS Education Section, and on the boards of the AAAS, the Educational Testing Service Graduate Record Examination, the McDonnell Foundation Cognitive Studies in Education Practice, and the National Science Foundation Education and Human Resources Directorate. Awards include the National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education, the American Educational Research Association Willystine Goodsell Award, and the Council of Scientific Society Presidents first award for Excellence in Educational Research.
Linn earned her Ph.D. at Stanford University where she worked with Lee Cronbach. She spent a year in Geneva working with Jean Piaget, a year in Israel as a Fulbright Professor, and a year in London at University College. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times. Her books include Computers, Teachers, Peers (2000), Internet Environments for Science Education (2004), Designing Coherent Science Education (2008), WISE Science (2009), and Science Teaching and Learning: Taking Advantage of Technology to Promote Knowledge Integration (2011) [Chinese Translation, 2015]. She chairs the Technology, Education—Connections (TEC) series for Teachers College Press.
Professor of Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), SingaporeYear of induction: 2022
Chee-Kit Looi is Professor of Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. He was the founding Head of the Learning Sciences Lab, the first research centre devoted to the study of the sciences of learning in the Asia-Pacific region. He is currently the Co-Director of the Centre for Research and Development in Learning at NTU. His research interests are in the areas of computer-supported collaborative learning, seamless learning, and computational thinking. He is the PI or co-PI of several research projects funded by the National Research Foundation, Singapore. His research has created significant inroads into transforming school practices: his work on rapid collaborative learning has created routine practices of collaborative work in ten schools. His research on seamless and mobile learning has created a model of 1:1 computing in schools and transformed the curricula of Primary 3 and 4 science in a primary school in Singapore so that they could harness the affordances of mobile devices for inquiry learning. Chee-Kit has published over a hundred journal articles in leading international research journals, as well as over two hundred refereed book chapters and conference papers. Chee-Kit served as an Associate Editor of the Journal of the Learning Sciences from 2013-2016 and as program chair of ICLS 2016. He is a founding member as well as Fellow of the Asia-Pacific Society on Computers in Education. He is also a founding member of the Global Chinese Society of Computers in Education and served as its President from 2017 to 2019.
Professor of learning and digitalization, Faculty of Educational Sciences, University of Oslo
Year of induction: 2021
Sten Ludvigsen, Ph.D., is a professor in the field of learning and digitalization at the Faculty of Educational Sciences, University of Oslo. He is known for his contributions to the field of computer-supported collaborative learning (CSCL) and for his contributions in learning sciences. He has contributed to several CSCL and technology enhanced learning handbooks. While design based research has been a major approach, many other research designs are being used to improve the understanding of learning and cognition in schools and other settings. Dr. Ludvigsen has as academic leader extensive experience in research and research education. From 2007–2008, he led the Kaleidoscope European Network of Excellence (NoE)’s Technology Enhanced Learning program. Additionally, from 2004–2009, he served as the director of InterMedia at the University of Oslo and, from 2008–2012, he was the scientific leader of the National Research School in Educational Science (NATED). In June 2013, he was appointed by the Norwegian Parliament to lead a public committee that studied the future of the Norwegian school system (K–12). The committee provided two reports (NOU 2014:7 and NOU 2015:8) to the Norwegian government that served as the basis for the Norwegian school system’s reform (1–13); this reform is known as the Subject Renewal Reform. He served as the editor-in-chief for the International Journal of Computer-Supported Collaborative Learning (ijCSCL) from 2016–2019, becoming an honorary doctor at Gothenburg University in 2018, and acting as the Faculty of Education’s dean from 2017–2020.
Kristine Lund’s research is driven by her interest in diverse perspectives on collaboration and learning for individuals, groups, and communities. She has studied argumentation and explanation as mechanisms for individual and collaborative knowledge construction from perspectives of learning sciences, psycholinguistics, and physics didactics, focusing respectively on socio-affective-cognitive conflicts, pragmatic competence, and embodied meaning-making. Her work on communities focuses on collaboration in science and the interdisciplinarity of research on education. Observing how an object of interest changes nature, depending on the vantage point from which it is studied led her to facilitate theoretical and methodological integration of team research on human interaction. She now directs the French laboratory of excellence ASLAN – Advanced Studies on Language Complexity https://aslan.universite-lyon.fr.
She holds a B.A. in Computer Science from Gustavus Adolphus College, an M.S. in Artificial Intelligence from Université de Pierre et Marie Curie, Paris, a Ph.D. in Cognitive Science and an Habilitation in Education from Université Grenoble Alpes. She spent 2004-2005 at Robert Sternberg’s Center for the Psychology of Abilities, Competencies and Expertise (PACE) at Yale. She served on the ISLS Board of Directors (2010-2017) and chaired CSCL 2019 in Lyon. She chaired the Education Committee, and organized many Doctoral Consortia, Early and Mid-Career Workshops. She is Conference Committee co-chair, an Early Career Award Committee member, and an editorial board member of the International Journal of Computer Supported Collaborative Learning and the Journal of Learning Analytics. She is Chief Scientific Officer and co-founder of www.Cognik.net, focused on intuitive discovery of educational and musical content.
Professor of Teacher Professionalization, School Development and Educational Technology, University of TwenteYear of induction: 2022
A former preschool teacher, Susan McKenney is Professor of Teacher Professionalization, School Development and Educational Technology at the University of Twente as well as Extraordinary Professor of Educational Technology at North-West University, South Africa. Her research focuses on understanding and facilitating the interplay between curriculum development and teacher professional development, and often emphasizes the supportive role of technology in these processes. As such, she also studies processes of design that can be applied in the field of education, and synergetic research-practice interactions. Since design-based (implementation) research lends itself to such synergies, her writing and teaching often provide ideas about how to conduct this exciting form of inquiry. Her book on this topic, Conducting Educational Design Research (co-authored with Tom Reeves), is now in its 2nd edition. Within the University of Twente’s Faculty of Behavioral, Management and Social Sciences, she has held multiple leadership positions, including chairing the faculty’s interdisciplinary research on Learning; directing the MSc program in Educational Science and Technology; directing Pro-U, Twente’s in-service education program for teachers; and chairing ELAN, the department of teacher professional development. Her international academic citizenship includes serving on the editorial boards of: Journal of the Learning Sciences, Instructional Science, Educational Design Research, Educational Designer, Journal of Research on Technology in Education, and Educational Technology Research & Development. She is fellow and past chair of the International Society for Design and Development in Education.
President of the Spencer FoundationYear of induction: 2022
Na’ilah Suad Nasir is the sixth President of the Spencer Foundation, which funds education research nationally. Prior to joining Spencer, she held a faculty appointment in Education and African American Studies at the University of California, Berkeley where she also served as the chair of African American Studies, then later as the Vice Chancellor for Equity and Inclusion. She also served on the Faculty of the Stanford Graduate School of Education.
Nasir’s research examines the racialized and cultural nature of learning and schooling, with a particular focus on the experiences of African American students in schools and communities. She recently co-edited The Handbook of the Cultural Foundations of Learning (Routledge) and We Dare Say Love: Supporting Achievement in the Educational Life of Black Boys. She is also the author of Racialized Identities: Race and achievement for African-American youth, published by the Stanford University Press in 2012. Nasir is a member of the National Academy of Education and a Fellow of the American Educational Research Association. She is President (2021-2022) of the American Educational Research Association.
Mitchell J. Nathan, Ph.D., studies how we think, teach, and learn, with particular emphasis on the role that language and embodied processes plays in understanding mathematics and engineering disciplines. His research explores the development of algebraic reasoning, expert blind spot in teaching, how cohesion processes support integrated STEM education, computer animation to support mathematics story problem solving, and the embodied nature of mathematical intuition and geometric proof, and its implications for video game design and knowledge assessment.
He has authored over 150 peer-reviewed publications, and has secured research funds from the National Science Foundation (NSF), the U. S. Dept. of Education-Institute of Educational Sciences (IES), and the James S. McDonnell Foundation (JSMF). He is currently IES Principal Investigator on “How dynamic gestures and directed actions contribute to mathematical proof practices.” Dr. Nathan was a founding officer of the International Society of the Learning Sciences (2002), he founded the American Education Research Association (AERA) Division C section on Engineering and Computer Science Education (2013), co-Chaired CSCL10 (2013), and co-founded EMIC (2016), an international group of scholars and educators focused on embodied mathematical imagination and cognition. He was Visiting Professor (2011–2016) for the Latin American School for Education, Cognitive and Neural Sciences, and served on multiple committees for the National Academies of Sciences, Engineering, and Medicine to advance science and engineering education. He is an inductee of the University of Wisconsin’s Teaching Academy, which promotes excellence in teaching in higher education, and served on its executive board. Nathan has, since 2017, served as the inaugural Chair of the Teachers as Learners (TaL) grant program, funded by JSMF.
Full Professor for Computer Science, School of Engineering, Universidad Católica de Chile
Year of induction: 2021
Roy Pea is David Jacks Professor of Education & Learning Sciences at Stanford University, School of Education, and Computer Science (Courtesy), Director of the H-STAR Institute (Human Sciences and Technologies Advanced Research), and founder and Director of Stanford’s Ph.D. program in Learning Sciences and Technology Design. Published extensively—225 publications including 5 edited volumes in K–12 learning and education, especially science, math & technology fostered by advanced technologies including scientific visualization, on-line learning communities, digital video collaboratories and mobile computers. Co-Editor of Learning Analytics in Education (2018); Co-author of the 2010 US National Education Technology Plan; Co-editor of Video Research in the Learning Sciences (2007); NAS co-author of How People Learn (2000). Fellow of the National Academy of Education, Association for Psychological Science, American Educational Research Association, Center for Advanced Study in the Behavioral Sciences. President of the International Society for the Learning Sciences (2004–2005); ISLS Inaugural Fellow (2017). Roy holds five patents in interactive and panoramic video innovations and received innovation awards from Apple Computer, IBM. Co-Founder & Director of Teachscape.com (1999–2009), teacher professional development services company. Launched & directed 1st Learning Sciences Ph.D. Program, Northwestern, 1991. In 1978, received doctorate in developmental psychology from the University of Oxford, England, where he was a Rhodes Scholar. His consulting has included education program advisement for Ameritech, Apple Computer, Atlantic Philanthropies, ETS, Fisher Price, George Lucas Foundation, MacArthur Foundation, Markle Foundation, Mellon Foundation, National Science Foundation, Russell Sage Foundation, Scholastic, Sesame Workshop, Sloan Foundation, Spencer Foundation, the states of Illinois and California, the White House Office of Science and Technology Policy, Finland, Singapore, Sweden, and Taiwan.
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Co-director of the Learning Sciences Research Institute at the University of Illinois at Chicago. His research and development interests focus on children’s and adult’s thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. He has published over 300 books, chapters and articles in the areas of cognition, instruction and assessment. His research is funded by the National Science Foundation, the Institute of Education Sciences, and private foundations. He has served on several National Academy of Sciences study committees, including chair of the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the Committee on Learning Research and Educational Practice, and co-chair of the Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. Most recently he served as a member of the Committee on Science Learning: Games, Simulations and Education, as a member of the Committee on a Conceptual Framework for New Science Education Standards, as chair of the Committee on Defining Deeper Learning and 21st Century Skills, and co-chair of the Committee on Developing Assessments of Science Proficiency in K–12. He is a past member of the Board on Testing and Assessment of the National Research Council, a lifetime Associate of the National Academy of Sciences, a lifetime member of the National Academy of Education and the American Academy of Arts and Sciences.
Bill Penuel is a Professor of Learning Sciences and Human Development in the School of Education and Institute of Cognitive Science at the University of Colorado Boulder. He designs and studies curriculum materials, assessments, and professional learning experiences for teachers in science. He works in partnership with school districts and state departments of education, and the research he conducts is in support of educational equity in three dimensions: (1) equitable implementation of new science standards; (2) creating inclusive classroom cultures that attend to students’ affective experiences and where all students have authority for constructing knowledge together; and (3) connecting teaching to the interests, experiences, and identities of learners. His research employs a wide range of research methods, including one his colleagues and he have developed called design-based implementation research (http://learndbir.org). He regularly offers workshops to researchers and education leaders on how to build and sustain research-practice partnerships and has authored two books on research-practice partnerships, Creating Research-Practice Partnerships in Education (Harvard Education Press, 2017), and Connecting Research and Practice for Educational Improvement (Routledge, 2018). He is a member of the National Academy of Education, and he is a Fellow of both the International Society for Design and Development in Education and the American Educational Research Association. He received his B.A. from Clark University in psychology in 1991, his Ed.M. in Counseling Processes from Harvard University in 1992, and his Ph.D. in developmental psychology from Clark University in 1996.
Jeremy Roschelle is the Executive Director of Learning Sciences Research at Digital Promise, a nonprofit research organization that works closely with innovative schools. He is know for research on computer-supported collaborative learning; learning with connected, mobile devices; technology in mathematics learning; and for working on the challenge of scaling up learning sciences innovations. He has conducted rigorous efficacy research on personalized, adaptive learning, on online homework tools, and on dynamic visualizations for mathematics learning. His 25 years of research experience have led to over 125 publications and 9 patents, resulting in over 15,000 citations. Since 2012, he has been the leader of large knowledge network of US projects in the area of “cyberlearning” which combines learning sciences, computer science and data science to investigate the future of learning. He has collaborated extensively with colleagues in the US, Singapore, Taiwan, the UK and Israel and has hosted many international learning scientists in California during their sabbatical year. Currently, he is working on bringing learning sciences into large scale school improvement in partnerships with Digital Promise’s League of Innovative Schools—a network of school districts that educate 4 million students. Dr. Roschelle has served as an Associate Editor for the Journal of the Learning Sciences for over 20 years and is currently working with the ISLS publications committee to develop a Rapid Community Reports series. He is excited to work with new generations of learning scientists to make our field even stronger and more impactful.
Dr. Carolyn Penstein Rosé’s research program is focused on better understanding the social and pragmatic nature of conversation, and using this understanding to build computational systems that can improve the efficacy of conversation between people, and between people and computers. She invokes theories and methods from computational discourse analysis, conversational agents, and Computer-Supported Collaborative Learning. Her approach is to investigate how conversation works from a theoretical perspective and then formalize this understanding in models that are precise enough to be reproducible and demonstrate explanatory power in connection with outcomes with real world value. Her research has birthed and contributed to the growth of two areas of research: namely, Automated Analysis of Collaborative Learning Processes and Dynamic Support for Collaborative Learning, where intelligent conversational agents support collaborative learning in a context sensitive way. Her research group’s highly interdisciplinary work, published in over 200 peer reviewed publications, is represented in the top venues in 5 fields: namely, Language Technologies, Learning Sciences, Cognitive Science, Educational Technology, and Human-Computer Interaction, with awards in 3 of these fields. She serves as Past President of the International Society of the Learning Sciences, Senior member of IEEE, Executive Editor of the International Journal of Computer-Supported Collaborative Learning, and Associate Editor of the IEEE Transactions on Learning Technologies. In her professional service, she has taken the opportunity to build bridges between research communities that foster multi-disciplinary collaborations. In that capacity, she has served as Founding Chair of the International Alliance to Advance Learning in the Digital Era.
Nikol Rummel is a Full Professor of Educational Psychology in the Institute of Educational Research at the Ruhr-Universität Bochum, Germany. She is also an Adjunct Professor in the Human-Computer Interaction Institute at Carnegie Mellon University, Pittsburgh, USA. Nikol completed both her Diploma in Psychology, her Ph.D., as well as her “Habilitation” (postdoctoral thesis) at the University of Freiburg, Germany. She also holds a Master’s degree in Educational Psychology from the University of Wisconsin -Madison. One of her main research interests is on developing and evaluating instructional support for collaborative learning, with a focus on computer-supported settings (CSCL) and on adaptive collaborative learning support. Another focus of her work is on developing methods for automated analyses of process data combining multiple data sources. Furthermore, she works on the assistance dilemma, that is, on the question of when to withhold and when to provide instruction in order to optimally support learning. She was an elected member of the Board of Directors (2013–2019) and past president (2016–2017) of the International Society of the Learning Sciences (ISLS). She is Associate Editor of Instructional Science, and Editorial Board member of the International Journal of Computer-Supported Collaborative Learning, of the International Journal of Artificial Intelligence in Education, and of Learning & Instruction. Nikol has published over 40 journal articles in leading international research journals, as well as over 100 refereed book chapters and conference papers.
William A. Sandoval studied Computer Science at the University of New Mexico, and earned his Ph.D. in the Learning Sciences from Northwestern University in 1998. His research focuses on epistemic cognition—how people think about what and how they know. He is especially interested in how science learning in school can promote a deep understanding of scientific argument that supports productive engagement with science in public life. He edited (with Jeffrey Greene and Ivar Bråten) the first International Handbook of Epistemic Cognition. He has published and presented internationally in science education, educational psychology, and the learning sciences. He served as associate editor of the Journal of the Learning Sciences for several years, and continues to serve on the editorial boards of JLS, Cognition & Instruction, Educational Psychologist, and Science Education. He served on the National Research Council study panel that produced America’s Lab Report in 2005, and regularly advises various science education groups. Prof. Sandoval is as an expert on educational design research, most widely recognized for developing the now popular technique of conjecture mapping. He chaired the ISLS Conference Committee from 2009–2016, was elected to the ISLS Board of Directors in 2011, and served as the Society’s president in 2017–2018. He is also a member of the American Educational Research Association, the National Association of Research on Science Teaching, the American Psychological Association, and is a Fellow of the International Society of Design and Development in Education.
Dean and Professor in the College of Education at the University of UtahYear of induction: 2022
Dr. Nancy Butler Songer is Dean and Professor in the College of Education at the University of Utah. Songer’s research focuses on creating instructional and assessment systems that emphasize pre-college students’ science investigations and engineered solutions to address local Science, Technology, Engineering, and Mathematics (STEM) challenges. The work includes the original design of curricular units, customized technologies, assessment tools, and teacher resources in interdisciplinary STEM topics, such as climate change and urban biodiversity. Current research work funded by the National Science Foundation articulates an instructional approach called Eco-solutioning, an approach designed to deepen secondary students’ understanding of three-dimensional science by creating and sharing solutions with community stakeholders. Songer was the first Science Educator to receive a Presidential Faculty Fellowship from the President of the United States. Songer was also Co-Chair of the National Academy of Sciences Committee: Science and Engineering for Grades 6-12 and a recipient of two Fulbright awards. Other awards include a NARST Early Career Research Award, US Department of Education Promising Educational Technology Award, and Computerworld Smithsonian award for early work exploring the Internet’s educational value.
Gerry Stahl explores the potential of extending cognition from individuals to knowledge building by small groups. Can groups conduct various forms of cognition—such as thinking about mathematical problems—as groups? How can groups learn to think collaboratively? How can networked computational devices support this? What are the theoretical, pedagogical, technological and research aspects of this effort? His research has put students in groups and recorded their interactions in detail to explore such issues. He has documented that groups can think, but only when carefully nurtured.
Gerry Stahl studied philosophy and computer science at MIT, Northwestern, Heidelberg, Frankfurt and Colorado. Introduced to CSCL by Gerhard Fischer and Timothy Koschmann at Boulder. Active in every CSCL conference from 1995 through 2015; Program Chair of CSCL 2002. Attended every ICLS conference from 1998 to 2014. Founding Board member of ISLS. Directed the Virtual Math Teams (VMT) research project at the Math Forum 2002–2014. Co-authored “CSCL: An Historical Perspective” with Tim Koschmann and Dan Suthers. Published five books on CSCL: “Group Cognition: Computer Support for Building Collaborative Knowledge”, “Studying Virtual Math Teams”, “Translating Euclid: Designing a Human-centered Mathematics”, “Constructing Dynamic Triangles Together: The Development of Mathematical Group Cognition”, “Theoretical Investigations: Philosophical Foundations of Group Cognition.” Self-published e-library of 16 volumes of essays on social philosophy, educational software design, interaction analysis, sculpture, etc. (available at http://gerrystahl.net/elibrary ). Founded and edited the International Journal of CSCL from 2006 through 2015. Taught CSCL and software design at Colorado and Drexel Universities. Retired 2014.
Professor of Education, Learning Sciences and Science Education, University of Pennsylvania, Graduate School of Education
Year of induction: 2019
Susan Yoon, Ph.D., is Professor of Education in the Graduate School of Education at the University of Pennsylvania. She earned her Ph.D. from the University of Toronto in 2005. She has research interests in science and technology education, complex systems, social network and social capital applications for learning. Her work spans both formal and informal science and technology environments where she has developed tools, curricula, and PD activities to support sense making through visualization tools, socioscientific sensibilities, and decision-making about science in real world contexts. She has researched the affordances of wearable and mobile technologies, MOOC platforms for collaborative PD, augmented reality technologies, digital knowledge-building platforms, and agent-based computer simulations that support STEM content learning and participation. Her most recent project in conjunction with the Perelman School of Medicine at Penn investigates how to incorporate research in the field of biomedical informatics into high school environmental science curriculum to engage students in local scientific action. She is the recipient of the 2009 AERA Division C Jan Hawkins Award for early career contributions. She has served on several ISLS committees including as Membership Committee Chair (2013–2017); Education Committee member (2009–2017); Publications Committee member (2017–present); NAPLeS advisory board (2010–2018); and CSCL 2017 Conference Co-Chair. She has also co-chaired several ISLS Early Career Workshops and Doctoral Consortia (2017, 2012, 2010) She sat on the ISLS Board of Directors for the 2013–2019 term and is co-Editor-in-Chief of the Journal of the Learning Sciences for the period 2017–2020.