ICLS 2014 logo11th

International Conference of the Learning Sciences

Boulder, Colorado, USAJune 23-27, 2014

Keynote Speakers for ICLS 2014

Keynotes

Changing Practice

Jean Lave, University of California Berkeley

Reactor: Rogers Hall, Vanderbilt University

I, Thou, and Them: Distributed Memory and Learning

Geoffrey Bowker, University of California, Irvine

Introduced by Kevin O’Connor, University of Colorado

Research-Practice Partnerships

Designing with Communities: Transforming Historically Powered Relations in Teaching and Learning

Megan Bang, University of Washington

Partnering with School and Districts to Support All Students’ Learning
Paul Cobb, Vanderbilt University
Kara Jackson, University of Washington
Michael Sorum, Fort Worth ISD

Moderated by Kris Gutiérrez, University of Colorado

Panel Keynote

Approaches to Studying and Modeling Learning Across Setting and Time

Moderator:

Jeremy Roschelle, SRI International

Participants:

Anna Sfard, University of Haifa
Reed Stevens, Northwestern University
Leona Schauble, Vanderbilt University
Beth Warren, TERC
Marianne Wiser, Clark University

View Speaker Bios

Schedule at a Glance

Download the full program schedule here.

Monday, June 23, 2014
9:00 am - 5:30 pm
Pre-Conference Workshops

Tuesday, June 24, 2014
9:00 am - 12:30 pm
Pre-Conference Workshops
2:30 pm - 3:30 pm
Welcome Session for New Members
4:00 pm - 6:00 pm
Opening Keynote: Jean Lave
6:30 pm - 9:00 pm

Opening Reception and Poster Session I

(Cash Bar)


Wednesday, June 25, 2014
8:15 am - 9:45 am
Keynote: Megan Bang, Paul Cobb, Kara Jackson
9:45 am - 10:15 am
Break
10:15 am - 11:45 am
Parallel Sessions
11:45 am - 1:15 pm
Lunch
1:15 pm - 2:45 pm
Parallel Sessions
3:00 pm - 4:30 pm
Parallel Sessions
4:30 pm - 5:00 pm
Break
5:00 pm - 6:30 pm
Parallel Sessions
6:45 pm - 8:30 pm

Reception and Poster Session II

(Cash Bar)


Thursday, June 26, 2014
8:15 am - 9:45 am
Keynote: Geoffrey Bowker
9:45 am - 10:15 am
Break
10:15 am - 11:45 am
Parallel Sessions
11:45 am - 1:00 pm
Lunch
1:00 pm - 2:30 pm
Parallel Sessions
2:45 pm - 4:15 pm
Parallel Sessions
4:15 pm - 4:45 pm
Break
4:45 pm - 6:15 pm
Parallel Sessions
6:30 pm - 11:00 pm

NCAR Reception and Poster Session III

(Hosted Beer & Wine)


Friday, June 27, 2014
8:30 am - 10:00 am
Panel Keynote
10:00 am - 10:30 am
Break
10:30 am - 12:00 pm
Parallel Sessions
12:15 pm - 1:15 pm
Closing

ICLS 2014 Invited Sessions

Where are the Learning Sciences in the MOOC Debate?

Organized by:
George Siemens, University of Texas at Arlington
Pierre Dillenbourg, EPFL, Switzerland
Additional Participants:
Gerhard Fischer, University of Colorado Boulder, USA
Danielle McNamara, Arizona State University, USA
Nikol Rummel, Ruhr-Universität Bochum, Germany

Abstract:
The session title reflects the crawling skepticism of learning scientists with respect to the hype of MOOCs. Beyond certain individuals, the learning sciences community has been largely indifferent to the MOOC debate. As MOOCs stand today, the activities proposed to students remain quite rudimentary compared to those developed in learning sciences. Let’s consider the two mammals of learning sciences, socio-cultural theories and constructivism. The first one encounters some kind of renaissance through the so-called cMOOCs, for ‘connectivist’ MOOCs, but this renaissance occurs in the shadow of xMOOCs. At a first glance xMOOCs are in contradiction with constructivism. Their most salient part, video lectures, simply perpetuate a pedagogical practice, lecture, that remains ubiquitous in higher education despite empirical evidence of its low effectiveness. Actually, this critique fades out when one looks more closely at what students do in one, the popular high stake MOOCs: they spend around 25% of their time watching videos, versus 75% engaging in the assignments defined by the teacher. Therefore, despite the lecturing component, an xMOOC could afford learners rich problem solving or guided discovery activities that would have comforted Piaget. The bottle does not make the wine. Could the constructivist MOOCs become the agenda of learning sciences? Should learning sciences stay away from MOOCs or, conversely, go on board and attempt to significantly influence their evolution?

Research-Practice Partnerships in Communities

Organized by:
Daniel Gallagher, Seattle Public Schools, USA
Nichole Pinkard, DePaul University, USA
Additional Participants:
Jasmine Alfonso-Gurneau, (formerly of) American Indian Center of Chicago, Oneida and Menominee Nations
Megan Bang, University of Washington, (formerly of) American Indian Center of Chicago, Ojibwe descent
Mary Dempsey, (formerly of) Chicago Public Library, USA
Lori Faber, (formerly of) American Indian Center of Chicago, Oneida Nation
Ananda Marin, Northwestern University, (formerly of) American Indian Center of Chicago, Choctaw descent
Mike Sorum, Fort Worth Independent School District, USA

Abstract:
There is increasing interest among learning scientists in forging stronger connections to practice through long-term partnerships with schools, districts, community organizations, and networks or coalitions of people focused on improving learning opportunities. In this session, learning scientists and their partners from settings of practice will share their perspectives on forming and maintaining long-term partnerships across the research-practice divide.

Teachers as Designers

Organized by:
Joke Voogt, University of Twente, Netherlands
Susan McKenney, Open University/University of Twente, Netherlands
Yael Kali, University of Haifa, Israel
Additional Participants:
Alain Breleux, McGill University, Canada
Rebecca Cober & Jim Slotta, University of Toronto, Canada
Bat-Sheva Eylon, Weizmann Institute of Science, Israel
Rebecca Itow, Indiana University, USA
Karen Könings, Maastricht University, Netherlands
Therese Laferrière, Université Laval, Canada
Marcia C. Linn, University of California Berkeley, USA
Lina Markauskaite, University of Sydney, Australia
Camillia Matuk, University of California, Berkeley
Richard Reeve, Queen's University, Canada
Ornit Sagy, University of Haifa, Israel
Hyo-Jeong So, Pohang University of Science and Technology (POSTECH), Korea
Vanessa Svihla, University of New Mexico, USA
Esther Tan, Ludwig-Maximilians-Universität, Germany

Abstract:
Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvement in design partnerships with researchers impacts the quality of the artifacts created, their implementation, and ultimately, student learning. This session speaks to that need by bringing together diverse researchers who, together with practitioners, have explored various affordances of (technology-enhanced learning) design activities for facilitating teaching, learning, curriculum innovation and teacher professional development.

Children Becoming Collaborators

Organized by:
Barbara Rogoff, University of California Santa Cruz, USA
Rebeca Mejía-Arauz, ITESO Universidad Jesuita de Guadalajara, Mexico
Additional Participants:
LucÍa Alcalá, Andrew Coppens, Andy Dayton, Angélica López, and Omar Ruvalcaba, University of California Santa Cruz, USA
Yolanda Corona Caraveo, Universidad Autónoma Metropolitana, Mexico
Maricela Correa-Chávez, Clark University, USA
Kris Gutiérrez, University of Colorado Boulder, USA
Luis Urrieta, University of Texas, USA

Abstract:
This poster symposium focuses on cultural aspects of children learning to collaborate with peers, siblings, and adults, and the ways that families and communities support children learning culturally valued ways of collaborating. The posters and the general discussion will contrast collaborating by blending agendas as an ensemble versus dividing turns and resources. Blending agendas as an ensemble is identified as a key feature of Learning by Observing and Pitching-In in family and community endeavors, and seems to be common in many Indigenous-heritage, Mexican, and Mexican immigrant families.

Learning and Becoming through Making and Participatory Media

Organized by:
Kristiina Kumpulainen, University of Helsinki, Finland
Julian Sefton-Green, London School of Economics and Political Science, England
Additional Participants:
Karen Brennan, Harvard University, USA
Anna Mikkola, University of Helsinki, Finland
Kylie Peppler, Indiana University, USA
Elisabeth ‘Lissa’ Soep, Youth Radio, USA

Abstract:
Making and maker communities are at the cutting edge of social and economic innovation; participatory media encompasses civic and interest driven ways to create and communicate. This session explores the different potentialities afforded by making and using digital media for young people across a range of learning contexts (formal, out of school, community based and informal). Focusing on dimensions of identity and agency, presentations will question how engaging in digitally mediated expressive and communicative practices offer ways of learning that challenge conventional school pedagogy and curriculum. It will offer analysis of different ways to support and construct learning communities and explore the significance of young peoples’ participation in a range of civic and social contexts.

 

Speaker Bios

Jean Lave is a social anthropologist with a strong interest in social theory. Much of her ethnographically-based research concentrates on the re-conceiving of learning, learners, and everyday life in terms of social practice. She has published three books on the subject: Understanding Practice (co-authored with S. Chaiklin, 1993); Situated Learning: Legitimate Peripheral Participation (with E. Wenger, 1991); and Cognition in Practice (1988). More recently her work has taken a historical turn with a collaborative, ethnohistorical research project, Producing Families, Trading in History on the British merchant families engaged in the port wine trade in Portugal – (History in Person: Enduring Struggles, Contentious Practice, Intimate Identities 2000, edited with Dorothy Holland). She finished a book on apprenticeship in Liberia and changing research practice (Apprenticeship in Critical Ethnographic Practice) in 2011 and is currently finishing a book of essays, with Brazilian anthropologist Ana Gomes, to accompany and reflect on Situated Learning. She retired from the University of California, Berkeley in 2006.<.

Rogers Hall is a learning scientist interested the development, learning, and teaching of STEM conceptual practices that are centrally important in scientific and technical work and that appear (in varied form) as topics and resources in school. His research follows these conceptual practices in and out of school, asking how they are organized, develop through time, and can be designed. A central component of this research asks how conceptual practices are learned and change “in the wild” (e.g., ethnographic studies of work groups in field biology, architecture, urban planning, or archeology). Based on comparative analysis in these studies, Hall and colleagues design and study experimental teaching both in conventional classrooms and linked, community settings. Selected publications include “Counter-mapping the neighborhood on bicycles: Mobilizing youth to reimagine the city” (with K. Taylor), “Talk and conceptual change at work” (with I. Horn), “Modalities of engagement in mathematical activity and learning” (with R. Nemirovsky), "How does cognition get distributed? Case studies of making concepts general in technical and scientific work" (with K. Wieckert and K. Wright), and "Conceptual learning" (with J. Greeno). Hall currently serves as Editor in Chief of the journal, Cognition and Instruction.

Megan Bang is an assistant professor of the Learning Sciences and Human Development in Educational Psychology at the University of Washington. She also teaches in the secondary teacher education program. She is the former Director of Education at the American Indian Center (AIC), where she served in this role for 12 years. She is a former pre-school, high-school, and GED teacher, youth worker, and museum educator. Megan’s research is focused on improving the well-being and educational opportunities for youth, families and communities historically disadvantaged by education, with a specific focus on Indigenous communities. She investigates the dynamics of culture, learning, and development in and across the multiple contexts of children’s lives. She has been centrally focused on understanding and supporting the complexities of learners navigation of multiple meaning systems in science learning environments. She has worked to understand cross-cultural differences in meaning making about the natural world (both aquatic and terrestrial ecosystems) and how learning in places unfolds. Through community-based methodologies Dr. Bang is working to build community capacity to improve and transform teaching and learning, revitalize culture, language and community well-being, and ensure more Indigenous people are engaged in critical research endeavors.

Paul Cobb is Professor of Mathematics Education at Vanderbilt University. His current research focuses on improving the quality of mathematics teaching and thus student learning on a large scale, and on issues of equity in students’ access to significant mathematical ideas. He received the Hans Freudenthal Medal for a cumulative research program over the prior ten years from the International Commission on Mathematics Instruction in 2005, and the Sylvia Scribner Award from the American Educational Research Association in 2010. He is a member of the National Academy of Education.

Kara Jackson is an assistant professor at the University of Washington. Her research focuses on specifying forms of practice that support all learners to participate in rigorous mathematics and how to re-organize educational contexts to support teachers to develop such forms of practice. From 2007-2010, she was a post-doctoral fellow at Vanderbilt University on a project investigating instructional improvement in middle-grades mathematics at scale; she is currently a co-principal investigator on an extension of this study and leads lines of investigation focused on achieving equity in opportunities to learn mathematics and the coordination of professional learning across role groups and contexts. In 2007, she received her doctorate in Education, Culture, and Society with an emphasis in mathematics education at the University of Pennsylvania Graduate School of Education. She taught high-school mathematics in Vanuatu as a Peace Corps volunteer and was a mathematics specialist, supporting both youth and adults, for the Say Yes to Education Foundation in Philadelphia.

Michael Sorum serves as a Deputy Superintendent for the Fort Worth Independent School District (FWISD). He oversees the Divisions of Teaching and Learning, School Leadership, and Student Support Services. Prior to this role, he served as the Chief Academic Officer for the FWISD and the Providence, Rhode Island School Department where he supervised academics , career and technical education, assessment and data quality, secondary academic advisement and the departments for special student populations: special education, ESL and bilingual education, and gifted education. Sorum taught French, Spanish, ESL, and Reading for ten years at the elementary and secondary levels and has served as a campus instructional guide for mathematics and a curriculum administrator. He holds degrees in political science and romance languages from L’Université d’Aix-en-Provence, and Portland State University and a master’s in Administration, Planning, and Social Policy from Harvard University. His doctorate is from Texas Christian University.

Geoffrey C. Bowker is Professor at the School of Information and Computer Science, University of California at Irvine, where he directs the Evoke Laboratory, which explores new forms of knowledge expression. Recent positions include Professor of and Senior Scholar in Cyberscholarship at the University of Pittsburgh iSchool and Executive Director, Center for Science, Technology and Society, Santa Clara. Together with Leigh Star he wrote Sorting Things Out: Classification and its Consequences; his most recent book is Memory Practices in the Sciences. He is currently working on big data policy and on scientific cyberinfrastructure; as well as completing a book on social readings of data and databases. More information can be found at: http://ics.uci.edu/~gbowker.

Anna Sfard conducts research and teaches in the domain of learning sciences, with particular focus on the relation between thinking and communication. In her research, she aims to contribute to our understanding of human development at large, and of the growth of mathematical thinking in particular. Her work is guided by the assumption that human thinking is a form of communication. Inspired mainly by the work of Wittgenstein and Vygotsky, this non-dualist tenet eventually leads to the conclusion that our communicational activities is the primary source of all things human. Results of her theoretical and empirical research conducted within this communicational (or “commognitive”) framework have been summarized in the monograph Thinking as communicating: Human development, the growth of discourses, and mathematizing (2008). Her other volumes, edited or co-edited, include Learning tools: Perspectives on the role of designed artifacts in mathematics learning (2002), Learning discourse: discursive approaches to research in mathematics education (2003), and Development of Mathematical discourse: Some insights from communicational research (2012).

Reed Stevens is a Professor of Learning Sciences at Northwestern University. As an ethnographer of everyday experience, Stevens conducts field studies exploring how learning, thinking, and joint action are comparatively organized in range of socio-cultural contexts. A leading goal of these studies is to understand the ways individuals, groups, and standing cultural practices create, organize, and sustain routine and innovative activity and, in particular, how people learn together. In the past two decades he has conducted field studies spanning homes, schools, libraries, professional workplaces, and museums. He draws on understandings generated in these field studies to design and reorganize learning environments and experiences. One current project called FUSE Studios draws on a decade of informal learning studies to rethink STEM as STEAM learning and engagement, using a metaphor of ‘leveling up’ in video games. (http://vimeo.com/85162569). Other current work includes field studies of young people’s everyday experiences using and learning with media, the design and study of a family game to understand and reorganize household energy consumption, and a field study of early career engineers. He was has co-led two NSF Centers, the Center for the Advancement of Engineering Education (CAEE) and the Learning in Informal and Formal Environments Center (LIFE).

Leona Schauble is a cognitive developmental psychologist with research interests in scientific and mathematical reasoning. Shortly after completing her undergraduate degree, she joined the research staff for Sesame Street at the Children's Television Workshop. Her subsequent fifteen years at CTW provided practical experience in research and the design of education. In 1987, after completing a PhD in Developmental and Educational Psychology at Columbia University, she went to the Learning Research and Development Center at the University of Pittsburgh as a postdoctoral fellow, where she continued as a Research Scientist until 1992. At the University of Wisconsin and subsequently at Vanderbilt University, she studies learning in both informal and formal educational settings. For example, with The Children’s Museum of Indianapolis, the world’s largest children’s museum, she participated in an NSF-funded project to design and construct an 11,000-foot science gallery that reflects the science knowledge and learning of six- to ten-year-old children. Her current research, conducted in collaboration with Professor Richard Lehrer, is on the origins and development of model-based reasoning in school mathematics and science. In this project, researchers work collaboratively with teachers on an extended basis to generate reform in teaching and learning of mathematics and science, at levels from kindergarten through middle school.

Beth Warren is co-Director of the Chèche Konnen Center at TERC. Prior to joining TERC in 1990, she was Senior Scientist in the Education Group at BBN Laboratories in Cambridge, MA. In her research she focuses on understanding intersections of learning, teaching, disciplinary subject matter, and historically structured inequalities rooted in language, culture, and race. In recent work funded by NSF, the Chèche Konnen Center has been working in collaboration with the Boston Arts Academy, the city’s only public high school for the visual and performing arts, to design and develop an artscience model of expansive learning focused on complex, transdisciplinary phenomena such as water and the human microbiome.

Marianne Wiser received a bachelor's degree in oceanography from the University of Liege, Belgium and a Ph.D. from Massachusetts Institute of Technology. She has been at Clark University since 1981. Dr. Wiser studies conceptual change in children, students, and the history of science. Her main topics of research are symbolic development and science learning. Current projects focus on the development of numerical knowledge and number notation in young children; the development of young children's understanding of the nature and function of printed words (pre-reading skills) and how they come to understand the alphabetic nature of our writing system; young children's ability to use models and maps; and young children's conception of matter, weight, and materials. Another topic of research is teaching and learning physics in high school, with special emphasis on microgenetic processes, mental models, parallels with history of science, and the integration of situated cognition approaches with theories of mental representations.

Jeremy Roschelle is Director of the Center for Technology in Learning at SRI International. He co-leads a group of about 80 multidisciplinary researchers who develop educational technologies, conduct learning sciences research and evaluate programs for the National Science Foundation, U.S. Department of Education, Bill and Melinda Gates Foundation, Li Ka Shing Foundation and other government, philanthropic, and industry clients. Within SRI Education, he also leads projects in three lines of work: Community Building, Evaluating Products, and Digital Learning Innovation. Three running themes in his work are democratizing access to advanced mathematics, the study of collaborative learning and appropriate use of advanced or emerging technologies.