Collective Regulation & Enhanced Analysis Thinking Environment (CREATE)

Online Event

Our increasingly diverse society requires developing cultural competencies in a way that one could form relationships across differences. Developing these skills is a long-term endeavor that needs repetitive practices of collaborative sense-making around topics such as race, gender with diverse identity groups. However, learners have rarely been taught how to engage in this form of collaborative sense-making, and with the challenges COVID brings, the existing communication problems could be amplified across a larger scale, leading to more polarization in society. Thus, we introduce The Collective Regulation & Enhanced Analysis Thinking Environment (CREATE), an online text-based platform, and the pedagogical models. It was initially designed to develop learners' knowledge and skills to collectively monitor and regulate collaborative discussions. We will share our ongoing research on revising the CREATE to help develop the ability to regulate and optimize difficult dialogues and practice the skills needed for multicultural competencies in a CSCL context.

Positioning the university lecture in a time of crisis

Online Event

During the current pandemic, media commentators have often expressed the plight of college students in terms of their lectures being forced ‘online’. Moreover, fee-struggling students will themselves complain about the unanticipated loss of this face-to-face form of teaching. Yet, because the expository content of lectures is now made accessible as online recordings, any sense of that loss must be associated with the ‘live’ experience of exposition. However, such reactions are surprising: because lecturing has long been criticised for how it places the student in a relatively passive role – rendering the occasion a rather poor example of learning that is socially mediated. Our goal in this project has been to protect ‘the lecture’ as a central feature of college education: and so address the constraints imposed by social distancing. This has entailed recruiting networked technology to facilitate novel forms of social interaction around expository material. We have explored a number of institutional design solutions and can now report encouraging results. Our focus has been on how the content of a lecture can be choreographed to facilitate rich interactions between student, teacher, and expository texts. But also, how the recorded lecture could become a key artefact that facilitated subsequent collaborative knowledge construction between class peers.

Fostering Social Presence and Sense of Belonging in University Students Webinar

Online Event

The goals related to building an online community outside the classroom is to create a positive, holistic learning experience that contributes to improved engagement, sense of belonging, and retention. A well-curated online community provides scaffolds for building social presence. It also encourages interaction between groups of students who are usually perceived as separate groups (e.g., campus-based and online), thus enabling a sense of cohesion and mutual support. Studies suggest increased social presence and sense of belonging contribute to higher levels of engagement and retention among college students.

Facilitating Productive Disciplinary Engagement in an Online Class Webinar

Online Event

This pilot study focuses on an introductory course on Human-Computer Interaction for Educational Technology. This course is intended for graduate students who are interested in learning about design issues and key considerations while designing or evaluating educational technology. As such, the topics in this course cover the basics of interaction and usability issues and also go beyond by introducing students to various pedagogical and learning theories that influence the design of educational technology.

Virtual Learning Dens: A Third Space for Playful Reflection Webinar

Online Event

In partnership with the Mendon-Upton Regional School District, the MIT Playful Journey Lab is developing Learning Dens—virtual spaces that provide a weekly activity series to promote playful interactions and reflection among learners. These spaces create a safe, social, virtual opportunity to help educators connect with and support their students and for students to connect with and support one another. Learning Den activities emphasize creative and collaborative forms of reflection and empower each student to recognize the different circumstances that their peers have faced over these past months of the pandemic, fostering a sense of connection and community.

Public Engagement through Public Prose Webinar

Online Event

Featuring: Lung Hsiang Wong (National Institute of Education, Singapore); Shirin Vossoughi (Northwestern University, USA); Mark Guzdial (University of Michigan, USA) This hour-long session will explore…

ISLS Annual Meeting 2021

Ruhr-Universität Bochum Universitätsstraße 150, Bochum
Online Event

Conference Theme: Reflecting the Past and Embracing the Future. The 2021 Annual Meeting of the International Society of the Learning Sciences (ISLS) is the first of its kind, the first of a new series of annual events that will bring together the international community of the Learning Sciences as a whole. This is a milestone in the evolution of our community and a good reason to reflect on and celebrate our achievements in the past, and to embrace and envision a bright future.

Taking Stock of Science Standards Implementation: A Summit

Online Event

The Board of Science Education of the National Academies of Sciences, Engineering, and Medicine is hosting a public summit October 14-15, 2021 to take stock of the implementation of state science standards and determine the next steps to consider for continuing or reinvigorating implementation efforts. The summit will explore a number of different levers for implementation–such as policies, assessment, curriculum/instructional materials, and professional development–and how equity and the student experience can be positioned at the center of the work. The summit will serve as a setting to consider implementation across all states and territories, identify successes and challenges, and identify areas where additional resources or work is needed.

Learning Symposium: Ethical and Political Dimensions of Our Work

Online Event

Network of the Learning Sciences in Canada is organized mainly by researchers affiliated with Canadian universities but our network is not bounded by national borders. In this session, we will discuss two recent articles in the Journal of the Learning Sciences (Curnow & Jurow, 2021 and Philip & Sengupta, 2021) in the form of panel discussion and small group discussion.

ISLS Annual Meeting 2022

International Conference Center Hiroshima 1-5, Nakajima-cho, Hiroshima, Naka-ku

International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices.

The ISLS Annual Meeting started as a new forum for the society members to exchange their ideas and insights through two conference programs, the Learning Sciences (ICLS) and Computer-Supported Collaborative Learning (CSCL). In 2022, we will explore international collaboration to empower educational innovation for all in this challenging time by discussing meaningful connections among research, development, and practices.

Designing to Disrupt: Creating space for the work that matters to you

Events of 2020 (e.g, the global Black Lives Matter protests and COVID-19 pandemic) saw the greater STEM community learning more about identity, oppression, and how they are reflected in both their disciplines and greater society. However, for many scholars, this was not new, as they had commonly harmful academic and professional experiences. In this talk, Dr. Nicki Washington discusses her path in computing, how that has shaped her work in identity-inclusive computing education, and why ”doing the work” is something for every scholar in every discipline.

Past, Present, Future, Past: A Journey Toward Endarkened Storywork

In this talk, Toliver discusses the challenges and opportunities of engaging in Endarkened Storywork, including the affordances and pitfalls of being a critical scholar of color working toward equity and justice in the context of Afrofuturism and education. By blending personal narrative, popular culture, and educational research, Toliver uses this talk to (1) consider what it takes to think about and do research centered on the creation of more just futures and to (2) detail the advantages of utilizing the speculative as an essential component in educational research and teaching.