ISLS General Announcements

Keep up to date with all the latest ISLS news!
Dec
17

Call for New JLS Editor(s) for 2021–2024

The International Society of the Learning Sciences is searching for the new Editor(s) of Journal of the Learning Sciences (JLS) for 2020–2023. Applications will be welcomed either by an individual for the position of sole Editor or by a team for the position of Co-Editors. JLS is a leading international journal and as such applications are encouraged from members of ISLS from any nation. The position provides the person(s) chosen, as well as the host institution(s), with international visibility in the learning sciences. Letters of intent to apply are due February 2, 2020, and full proposals are due March 15, 2020, as described in the call below. You can download a PDF version of the call here: Call-for-New-JLS-Editors

 

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Nov
14

IJCSCL: New EDITORS-IN-CHIEF

The International Society of the Learning Sciences (ISLS) has concluded the search for a new Editor-in-Chief of the International Journal of Computer-Supported Collaborative Learning (ijCSCL). Information about the call can be found here: https://www.isls.org/news/entry/call-for-ijcscl-editor-in-chief). We are happy to announce that Carolyn Rosé (Carnegie Mellon University, US) and Sanna Järvelä (University of Oulu, Finland) will serve as the new co-editors of ijCSCL for 2020-2023. 

The incoming ijCSCL Editors-in-Chief will begin working with the outgoing Editor-in-Chief (Sten Ludvigsen) and the ijCSCL Executive Editors for transitioning into the position. The first journal issue for which the incoming Editors will be responsible is March 2020.

Nov
06

Grants Program for Regional and Affinity Outreach Promoting the Learning Sciences 2020

Many researchers in the Learning Sciences come from around the world to present their research at the annual conferences hosted by the International Society of the Learning Sciences (ISLS) and participate in critical discussions around the state-of-the-art of the field. However, as a society, we recognize that our Learning Sciences community is wider than those who attend annual meetings. This program grows out of many requests that the society has received to support regional or affinity group activities.

The ISLS Regional and Affinity Outreach Grants Program seeks to support the growth of regional communities of learning scientists and communities of scholars who are engaging in research that is germane and synergistic to the Learning Sciences but are currently underrepresented in ISLS. Through this grants program, we seek to provide opportunities for community building, knowledge sharing and consolidation, collaboration and cross-pollination. We seek to increase mutual awareness between ISLS and other communities with synergistic interests and expertise.

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Nov
01

Special Issue Call for Proposals

Journal of the Learning Sciences is inviting proposals for a special issue, to be published in 2022. Instructions for preparing a proposal are posted on the Instructions to Authors at the publisher’s website, https://tinyurl.com/y9neyuhd. Proposals are due December 2, 2019 and will be peer reviewed by the journal’s editorial leadership team. Submitters of the accepted proposal will be notified in February 2020.

In general, we are interested in proposals on emerging themes in the field. For example, proposals that take up the call for research that has impact on teaching and policymaking that was elaborated in a guest editorial in issue 27 (1); on the intersection of the learning sciences and the future of work; on novel methodological and technological approaches to teaching and learning; on artificial intelligence and learning, and so on. This list is not meant to limit the range of possibilities, but to provide some examples of possible themes. We are interested in receiving proposals that reflect the global membership of the ISLS community. This may include multiple suggested authors, a guest editor, or a discussant from outside of the United States.

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Oct
25

JLS Upcoming Webinar on Classroom Dialogue with the Cambridge Educational Dialogue Team


What is really known about classroom dialogue? Which aspects are relevant for student learning – and which do not matter?

Join the online conversation with the Cambridge Educational Dialogue Team Christine Howe, Sara Hennessy, Neil Mercer, and panelists - Christa Asterhan, and Antonia Larrain on Nov 13. #JLSWebinar #dialogicteaching #educationaldialogue

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Oct
22

ICLS 2020: Interdisciplinarity in the Learning Sciences - Early Career Workshop (ECW)

Workshop Description

The purpose of the ICLS Early Career Workshop is to provide a high quality learning and networking opportunity for early career researchers doing work related to computer-supported collaborative learning and the learning sciences. Within the workshop, participants will share their research with peers and experienced ICLS researchers serving as mentors. Participants will engage in collaborative inquiry and scholarly discourse to improve their research work and prepare for a future career as a Learning Sciences/CSCL researcher. The Early Career Workshop is open to scholars within 5 years of completing their PhD. Early Career Scholars will be chosen through a competitive application process for participation. Accepted participants are expected to provide a two-page summary of their research for inclusion in the ICLS Proceedings. Depending on availability of funds, there may be support to offset some of the costs of accommodation and registration, as well as travel stipends.

Objectives and Design

The workshop aims at supporting participants in:

  • Defining innovative and productive programs of research that lead toward an impressive record of inquiry;
  • Focusing learning on high-yield professional activities such as grant-writing, peer editing, and building a publishing trajectory;
  • Supporting strong data analysis skills and evidence-based arguments in their research projects; and
  • Expanding the professional networks of workshop participants through interactions with other early career scholars, mentors, and journal editors

The ICLS Early Career Workshop will involve a two-day event on June 19-20, 2020, just prior to the 2020 ICLS conference in Nashville, Tennessee, USA. In the workshop, we will focus on collaborative inquiry and scholarly discourse with peers and a panel of experienced faculty serving as mentors.

 Main workshop activities include:

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Oct
22

Doctoral Consortium - Call for Participation as part of the 2020 ICLS Conference

Workshop description  

The ICLS 2020 Doctoral Consortium, designed to support the development of doctoral students working in the area of learning sciences, provides an opportunity for participants to share their dissertation research with their peers and a panel of mentors. Participants will engage in conversations and activities designed to help them consider approaches and consequences of their research and ways to position their work in and outside of the field. Our aim is to help doctoral participants to articulate the “how,” the “for what,” the “for whom,” and the “with whom” of their research (Philip, Bang, & Jackson, 2018). To benefit from the Doctoral Consortium, applicants should be advanced graduate students and be at a stage in their dissertation research where the other participants and mentors may be of help in framing their research and writing activities.

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Jun
27

Issue 28 (3) is available online!

Issue 28 (3) is available online!

IN THIS ISSUE: In Rosemary Russ and Leema Berland use activity theory to demonstrate how the pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. Marc Clarà investigates how discursively symmetric dialogue develops across lessons in collective inquiry. Doris Chin et al. test choice-based assessments (CBAs), which measure how people learn when there is minimal guidance and they must make decisions as independent learners, in the context of teaching design-thinking strategies to 6th-graders. Christina Barbieri et al. examine the effectiveness of self-explanation prompts, visual signalling cues, and a combination of the two features on middle school students’ algebra learning.

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Jun
27

The Best Paper Published in JLS Award for 2018


The Best Paper Published in JLS Award for 2018 was announced on June 21, at the closing session of the CSCL conference in Lyon. The award was won by Sarit Barzilai and Clark A. Chinn for their paper, "On the goals of epistemic education: Promoting apt epistemic performance,” published in 27(3), 353-389. The paper will be available open access till the end of September. Congratulations to Sarit and Clark!
 
 
 
Jun
21

2018 impact factor 3.545

The JLS impact factor for 2018 is 3.545, which is up from 3.000 in the previous year. The current rank is 8/243 for Education and Education Research, and 7/59 in Educational Psychology. Congratulations to all the authors, editors and reviewers whose work made this good result possible.

May
25

Issue 28 (2) online

In this issue: David Klahr comments on what he argues is a misrepresentation of Pasteur’s Quadrant in the learning sciences. Christina Krist et al. synthesize and build on existing frameworks to identify essential characteristics of students’ mechanistic reasoning across scientific content areas. They argue that these characteristics can be represented as epistemic heuristics, that implicitly guide mechanistic reasoning. Janneke van de Pol et al. investigate how adaptive support promotes students’ learning. They investigate (35 lessons, 7 teachers) to what extent the effect of contingent support for students’ learning is mediated by the extent to which students take up teachers’ support in subsequent small-group work. Danielle Keifert and Reed Stevens show how Inquiry as a members’ phenomenon reveals young children’s competence, sense-making, and joy in inquiry.
Apr
15

Grants Program for Regional and Affinity Outreach & Engagement Promoting the Learning Sciences

While ISLS sees many Learning Sciences researchers around the world come to present their studies and discuss new ideas intensively at our annual conferences (ICLS and CSCL), it also recognizes that more researchers are interested in the field but cannot be at the annual conference for financial reasons. We receive many requests of support for regional or affinity group activities. There are also scientists that do research having affinity to ours, but are not aware of ISLS.

The newly initiated Grants Program for Regional and Affinity Outreach & Engagement Promoting the Learning Sciences is funding three programs this year. 

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Mar
14

Call for ijCSCL Editor-in-Chief

The International Society of the Learning Sciences (ISLS) is searching for a new Editor-in-Chief of the International Journal of Computer-Supported Collaborative Learning (ijCSCL) for 2020–2023. Applications will be welcomed either from an individual or from a team of co-Editors-in-Chief.

ijCSCL is a journal of, by and for the international CSCL research community, and, as such, applications are encouraged from active international members of this community.

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Mar
13

10 PhD positions at the Munich Center of the Learning Sciences

REASON logo

The application information for the REASON program has been updated

The Munich Center of the Learning Sciences (MCLS) invites applications for 10 PhD positions (equaling 2/3 of a full academic position, amounting to approximately 29.000 – 34.000 €/year, initial duration of 24 months with the possibility of extending for one year) within the international doctoral school “Scientific Reasoning and Argumentation” (REASON) funded by the Elite Network of Bavaria (ENB) to commence in October 2019.

All information regarding the program and the application procedure is available on the REASON webpage.

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Mar
04

ISLS Annual Meeting

In 2018, the ISLS Board approved holding a single Annual Meeting. An ad-hoc committee was subsequently appointed by the Executive Committee to develop a structure for this new annual meeting. The ad-hoc committee drew on the efforts of numerous ISLS members (including the CSCL community Committee, ISLS Conference Committee, ISLS Board members, and past CSCL and ICLS conference organizers) who over the course of the past two years have considered how to move the Society toward an annual meeting. That process resulted in the structure of the new ISLS Annual Meeting described here. The new "Annual Meeting of the International Society of the Learning Sciences" will feature concurrent LS and CSCL programs in a joint, annual event.

The first ISLS Annual Meeting under this new structure will take place in 2021.

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Mar
01

Joe Curnow and Susan Jurow to edit next special issue

In November we invited proposals for a special issue, to be published in early 2021. After reviews by the editors and associate editors of 7 proposals, we have selected: "Learning In and For Collective Social Action", to be edited by Joe Curnow (University of Manitoba) and Susan Jurow (University of Colorado). This proposal responds to a growing interest to politics, ethics and social justice in the field. We are excited about this proposal and look forward to working with the guest editors on it. Expect to see an open call for abstracts from the guest editors soon.

Mar
01

Angela Calabrese Barton and Anna Sfard receive JLS Reviewer of the Year recognition

Reviewing is a crucial service to the field, and each year JLS formally recognises its best reviewers. Selection criteria are: completing (1) multiple reviews that are thorough (2) and timely (3); that provide mentorship to authors; and (5) reflect the core values and practices of the field.

We are excited to announce that for 2018 the editorial team has selected Angela Calabrese Barton and Anna Sfard for the recognition.

Feb
14

JLS going to 5 issues per year

Issue 28 (1) is available online. This year we are going to 5 issues per year, so we should be able to get articles out a little quicker.

In this issue: constructing thematic interpretations (language arts); designing educational video games as objects to think with; learning science concepts from peer teaching (initial teacher education); and finding the best types of guidance for constructing self-explanations of sub-goals in programming.

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Feb
08

VISUALISE Conference at Exploratorium

On May 8 and 9, the Exploratorium will host VISUALISE, the first conference focused on creating effective visualizations for science museums and other venues for informal science education. VISUALISE will bring together museum professionals, learning researchers, computer scientists, artists, and technology developers to share their work and identify opportunities, knowledge gaps, and emerging research.

For more information, go to www.exploratorium.edu/visualise or email This email address is being protected from spambots. You need JavaScript enabled to view it.

Jan
21

New Learning Sciences Program at Boston College’s Lynch School starts in late August – applications welcome

Boston College’s Lynch School of Education is delighted to announce the start, in late August, 2019, of our new Masters Program in Learning Engineering. The program will prepare students to design engaging learning experiences that are informed by the learning sciences and incorporate cutting-edge technologies. The program is experiential and interdisciplinary, leveraging the expertise of faculty from across BC’s Lynch School of Education. Throughout the one-year, on-campus program, students complete design challenges, shadow working professionals, take field trips to technology incubators and collaboratories, and intern with local organizations.

At the program’s core are its design studios and reflective seminars. Courses and 1-credit modules are designed to foster learning of how people learn, how to foster learning, how to design for learners, and how to influence a focus on learning among members of a design team. Students use what they are learning to complete their design challenges and participate in their internships. They graduate with a portfolio that showcases the depth and breadth of their design work and demonstrates their capabilities in learner-centered design, leadership, and pedagogical and technological imagination.

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