Pre-Conference Workshops

Full Day Workshops

Monday, June 20


Revisiting Learning Communities: Innovations in Theory and Practice

Organizers: Yotam Hod, LINKS I-CORE, University of Haifa, yotamhod24@gmail.com
Ben-Zvi, LINKS I-CORE, University of Haifa, dbenzvi@univ.haifa.ac.il
Katerine Bielaczyc, Clark University, kateb369@gmail.com

Learning Communities such as Brown and Campione’s Communities of Learners (CoL, 1994) and Scardamalia and Bereiter’s Knowledge Building Communities (KBCs, 1994) are foundational ideas in the learning sciences, but the field has come a long way since with innovations in learning communities across a range of contexts. This workshop is intended for those learning scientists who are designing or thinking about cutting-edge research on learning communities. It is part of a larger effort, of which all are welcome, to energize and cross-fertilize different research programs on learning communities, called the Collaboration of International Researchers on Learning Communities (CIRCLES: lc.edtech.haifa.ac.il).

We anticipate between 20-40 participants for this workshop. About half of the participants will be authors and co-authors of an Instructional Science special issue on innovations in learning communities that is currently being assembled. The other half will be learning scientists who are interested in either contributing their own learning community conceptions and designs or thinking together about others’. Participants will be asked to submit a letter of interest that summarizes their goals for attendance and relevance to their own research. All participants, whether novices or experts, will be asked to actively engage in the various workshop activities.

To register, please sign up through the ICLS conference site. In addition, please complete a form which can be found here: https://sites.google.com/a/edtech.haifa.ac.il/learning-communities/meetings/circles-3?pli=1


Towards next steps for the CSCL Community: Advancing science and informing real world collaboration in Web 2.0

Organizers: Ulrike Cress (u.cress@iwm-tuebingen), Leibniz-Institut für Wissensmedien, Schleichtstr. 6, 72074 Tübingen, Germany
Carolyn Penstein Rosé (cprose@cs.cmu.edu), Carnegie Mellon University; Language Technologies Institute and HCI Institute; Gates-Hillman Center 54155000 Forbes Ave. Pittsburgh, PA 15213-3891

The CSCL community is at a crossroads -- at the brink of new paradigms in theories, methods, and forms of support, as new opportunities for impact in the expanding Web 2.0 space present themselves. As a community, we must find a strategic footing within the changing landscape. We need to advance and integrate new theories, methods, and supportive technologies. To that end, one goal of the workshop is to identify cross-cutting themes in CSCL research related to alternative Web 2.0 platforms. Another goal is to identify a strategic positioning for research in CSCL in synergy with the HCI/CSCW literature.
Historically, prior to the rise of Web 2.0, the field of Computer Supported Cooperative Work encompassed collaboration broadly, including both learning and work. However, over time differential concerns related to learning and work led to division between communities. On the positive side, the CSCL community was birthed, matured, flourished, and has made important advances over time. Nevertheless, the split has also resulted in missed opportunities. With the rise of Web 2.0, the commonality of concerns between communities has increased, however, communication between communities has not kept up with this shift. With the recent rise of the MOOCs, the overlap in interests has grown still more, and yet the fragmentation between subfields continues.
Historically, prior to the rise of Web 2.0, the field of Computer Supported Cooperative Work encompassed collaboration broadly, including both learning and work. However, over time differential concerns related to learning and work led to division between communities. On the positive side, the CSCL community was birthed, matured, flourished, and has made important advances over time. Nevertheless, the split has also resulted in missed opportunities. With the rise of Web 2.0, the commonality of concerns between communities has increased, however, communication between communities has not kept up with this shift. With the recent rise of the MOOCs, the overlap in interests has grown still more, and yet the fragmentation between subfields continues.

The workshop will be divided into three segments. In each segment, two presenters will talk about their work in the Web 2.0 space, emphasizing vision for future work. Each of these presentations will focus on a different Web 2.0 space. The talk will be followed by some discussion and then a panel comprised of an expert in theories, methods, and collaboration support. The panelists will act as discussants for the presentations as well as offering their own view more generally of how the field should advance in the areas of theories, methods, and support.

Session 1:
Collaboration in Facebook: Dimitra Tsovaltzi will present a series of studies on argumentative learning in Facebook that attempt to extend CSLC principles to learning in Social Media. Awareness tools depict group information and aim at leveraging socio-motivational aspects of Social Media. Argumentation scripts offer cognitive support and aim at fostering quality argumentation. Together, they can be attuned to provide a subtle but effective support in Facebook over longer stretches of time. However, the effects of such standard CSCL instructions do not always carry over to Social Media, where social aspects like trust and self-presentation become prominent.

Collaboration in Gaming Communities. Yasmin Kafai will present analyses of participation in a tween virtual world combining big data approaches (i.e., cluster analyses of large player groups) with thick data approaches (i.e., ethnographies of individual players and practices). This type of rich data analysis illustrates how we can study learning across online and offline contexts and examine what each approach can contribute to our understanding of learning.

Panel: Susan Yoon (Theories), Heisawn Jeong (Methods), Peter Reimann (Support)

Session 2:
Collaboration in Wikipedia: Ulrike Cress will present her co-evolution model describing how people collaborate with social media. She will present some experimental work based on that mode and some studies using social network analysis of Wikipedia data

Collaboration in Scratch: Deborah Fields brings together two studies on online websites for children. First, a comparative analysis of over one hundred websites where children can share things that they make and what this reveals about designers' neglecting to provide key forms for social sharing online. Second, consideration of site-wide distributions and patterns of participation that illuminate the relevance of different online social practices to ongoing involvement in the Scratch online community, one of the most richly designed DIY communities for kids.

Panel: Sten Ludwigsen (Theory), Jun Oshima (Methods), Jim Slotta (Support)

Session 3: 3:30-5:30
Carolyn Rosé and Dragan Gaesevic: Collaboration in MOOCs Rosé will describe a 3 part data-to-support pipeline developed collaboratively with Gaesevic in order to support goal directed learning progressions in a Facebook-like social layer called ProSolo that can be integrated with MOOC platforms like edX. The talk will illustrate how the analytics end of the pipeline reveals that students benefit from observing effective goal directed learners, but rarely find and follow them without support. The support end of the pipeline is able to suggest role models to fill the gap.

Sean Goggins: Coordination in online communities Goggins will describe his Group Informatics methodology and ontology for making sense of online group structure, narrative and performance using the lens of complex adaptive systems theory. Online support communities are complex, dynamic systems subject to numerous internal and external factors. How internal factors (e.g. interactions between individuals in conversation-driven online health groups) interact with external factors (e.g. technology design, demographics), leading to different performance levels (e.g. support matching, information quality).

Panel: Nikol Rummel (Theories), NN (Methods), Karsten Stegmann (Support)

For more information, see http://www.cs.cmu.edu/~cprose/ICLS-Workshop.html

Tentative Schedule


Organizing Design-Based Implementation Research in Research-Practice Partnerships

Organizer: Bill Penuel

This workshop is for researchers and educators at all career stages interested in partnerships with educators to advance both learning theory and practice. The focus will be on organizing the design process to be equitable and promote the agency of educators at different levels of systems and on conducting design research inside a research-practice partnership. Members of research groups from three different regions of North America and Europe will offer cross-national perspectives on designing with educational organizations and will engage participants directly in curating resources teams can use to organize research and development efforts in partnerships.

The workshop will accommodate up to 40 participants, selected through a simple application process in which participants describe:

  • Reasons for wanting to participate in the workshop
  • Any past experience in research-practice partnerships
  • Any tools or practices they use in partnerships, and if so, what they would be willing to share

Participants need not have experience working in research-practice partnerships to benefit.
This workshop is organized for researchers and practitioners who are interested in collaborative design within research-practice partnerships to advance both learning theory and practice. Doctoral students, postdoctoral scholars, and early career scholars are especially encouraged to apply. We also encourage practitioners attending the conference either as partners of researchers or as individuals to participate.

An application can be completed online here: http://tinyurl.com/ICLSDBIRRPP


Situating Multimodal Learning Analytics

Organizers: Marcelo Worsley (University of Southern California),
Dor Abrahamson (University of California Berkeley),
Paulo Blikstein (Stanford University),
Shuchi Grover (SRI International), Bertrand Schneider (Stanford University),
Mike Tissenbaum (University of Wisconsin Madison)

Recent advances in big data analytics and multimodal data capture technology may afford novel learning experiences and a broader set of tools for understanding, and evaluating learning across contexts. However, effectively using these tools and techniques can be quite challenging. Accordingly, this workshop brings together data scientists and learning scientists to help orient the learning sciences community to potential opportunities with Big Data and multimodal analysis. Participants will have a hands-on introduction to different techniques, test out different tools, and also participate in important discussion around the challenges of using multimodal learning analytics to support research in situated, multi-party learning environments. The hands-on experience will make use of pre-existing multimodal data sets provided by the organizers and by participants. It will also be scaffolded by short presentations and a guidebook that describes current best practices. At the conclusion of the workshop participants will be better acquainted with different tools and techniques for doing multimodal learning analytics, and will hopefully have developed collaborations that will result in future proposals, analyses and publications.

Interested participants should complete the application form by April 15th, 2016.

Additionally, if you have any questions, please email Marcelo Worsley (worsley@usc.edu)


What Constitutes the Learning Sciences: Creating a Syllabus for an Introduction to the Learning Sciences based on NAPLeS resources

Organizers: Frank Fischer (LMU Munich, Germany)
David Shaffer (University of Wisconsin-Madison)
Daniel Sommerhoff (LMU Munich, Germany)
Freydis Vogel (TU Munich, Germany)
Kristine Lund (Université de Lyon, France)
Marcia Linn (University of California Berkeley, USA)

There are numerous academic programs worldwide teaching the Learning Sciences. Yet, there is still no general agreement on the core topics that really constitute the Learning Sciences. This workshop is devoted to the creation of a syllabus for a Learning Sciences introductory course by integrating multiple sources of information on the Learning Sciences (e.g. perspectives from experts in the Learning Sciences, already existing syllabi, etc.).
A special focus while creating this syllabus will be on the NAPLeS (Network of Academic Programs in the Learning Sciences) video resources and their integration into the Learning Sciences introductory course. In order to improve the value of the NAPLeS video resources for their use in the Learning Sciences introductory course this workshop aims at (a) structuring the different topics of the webinar series in a way that is suitable for the Learning Sciences introductory course, (b) editing the video resources in a way that makes them more attractive for the use in local courses, and (c) embed the videos into the syllabus of the Learning Sciences introductory course.

We are looking forward to welcome participants representing multiple levels of expertise. If you are interested to participate in this workshop, please write an email to naples@psy.lmu.de


‘Jugaad’: Transgressions Within Research Methodologies

Organizers: Sameer Honwad - University of New Hampshire (United States), Sameer.Honwad@unh.edu
Anne Kern - University of Idaho (United States), akern@uidaho.edu
Heila Lotz-Sisitka - Rhodes Univesity (South Africa), h.lotz-sisitka@ru.ac.za
Shivaraj Bhattarai - Royal Thimpu College (Bhutan), dean@rtc.bt
Christopher Hoadley, New York University (United States) tophe@nyu.edu

This full day workshop will emphasize the development of “relationship” in building partnerships between institutions and communities for conducting research in the ‘majority world’. The majority world is a term that is used in place of inaccurate descriptions such as developing countries and third world - countries where most of human population resides.
The workshop critically examines current research paradigms within learning sciences that are grounded in Euro-centric theories and methodologies. The workshop goals and objectives revolve around the need to conduct research in the majority world that is respectful of theories and methodologies that align with the community’s epistemologies. Using examples we will highlight and engage the participants in a dialouge aimed at how to build partnerships for research purposes in the majority world. The workshop is open to all doctoral students, postdoctoral scholars, early career scholars, practioners and other researchers interested in engaging in conversation and dialogue about conducting research in the Majority world.

Please fill out this registration form to register for the workshop: http://goo.gl/forms/TMUJYiHKAW

Half Day Workshops

Tuesday, June 21


How Students Learn In East Asian Cultures And How That Learning May Evolve In The Future

Organizer: Xiaoqing Gu

Learning and teaching are culturally dependent. Much sociocultural research shows that cultural factors are related to motivation and cognitive process (Millar et al., 2013; Han, 2010) and thinking styles (Lun, Fischer, & Ward, 2010). Likewise, Eastern culture has produced distinctive contexts in these terms, as well as in the results of learning assessments (OECD, 2010). Different language structures can also play a role in orchestrating the learning experience.

This workshop will bring together learning scientists from and beyond East Asian culture contexts to share conceptual explications or research findings from culturally unique contexts with the objectives of: (1) to present research on the specificity of students learning in East Asian sociocultural contexts; (2) to examine how sociocultural factors have shaped the education systems and practices in the region, discussing which factors may inform 21st century learning; (3) to explicate the Interest-Driven Creator (IDC) theory (see below) and bring forward cross-cultural dialogue around the interplay of sociocultural, semiotic and individual factors

This workshop is open to all ICLS 2016 participants, particularly researchers who are interested in sociocultural factors in learning. If you are interested in attending this workshop please see https://sites.google.com/site/iclsworkshop/ for more information.


Examining Longitudinal Patterns of learning Behaviour through Evidence Centered Design

Organizers: Erica L. Snow,
Andrew E. Krumm, & Britte Cheng
SRI International

As the use of digital learning environments becomes more prevalent within the field of education researchers have begun to examine how data from these environments can be leveraged to better understand various aspects of learning. The purpose of this workshop is to bring together researchers from a variety of disciplines who are interested in better understanding how longitudinal data from digital environments (i.e., games, intelligent tutoring systems, MOOCs, and hypermedia) can be used to better understand learning behaviours. Using evidence centered design (ECD) as a framework, participants will 1) discuss how pattern analyses should be conducted and designed to better understand learning, 2) get hand on experience conducting ECD driven pattern analyses on longitudinal data, and 3) discuss how their own work and research practices can be informed by ECD. One goal of this work is to create and empower a community of researchers who aim to better understand how longitudinal data can be systematically analysed to better understand complex learning behaviours.

If you are interested in attending this workshop please see https://sites.google.com/site/icls2016ecdworkshop/ for more information.


Computer-Based Learning Environments for Deep Learning in Inquiry and Problem-Solving Contexts

Organizers: Minhong (Maggie) Wang (University of Hong Kong),
Paul A. Kirschner (Open University of the Netherlands),
Susan M. Bridges (University of Hong Kong)

Learning through inquiry and problem solving, especially with authentic whole-task experience has been widely promoted in educational practice, and more recently in computer-based learning environments. Effective learning in such contexts, however, is not easy to realize because it often involves complex cognitive processes. This workshop is intended to provide a platform for the participants to share: 1) their studies about how deep learning in inquiry and problem-solving contexts can be empowered through effective design and implementation of computer-based learning environments, and appropriate analysis of learning in such environments; 2) the challenges they experienced in conducting such design-based research (e.g., methodological complexity, extended research process, need for domain knowledge, and commitment to advancing both theory and practice); and 3)useful strategies to deal with the challenges.

Open to all. Participants interested in presenting their work during this workshop should go to see http://kmel-lab.org/website/deeperlearning.html contact Maggie Wang (magwang@hku.hk)


Embodiment and Designing Learning Environments

Organizers: Robb Lindgren (University of Illinois Urbana-Champaign),
Andrew Manches (University of Edinburgh),
Dor Abrahamson (University of California Berkeley),
Sara Price (University College London),
Victor Lee (Utah State University),
Mike Tissenbaum (University of Wisconsin Madison)

There is increasing recognition amongst learning sciences researchers of the role that the body plays in thinking and reasoning across contexts and across disciplines. This workshop brings ideas of embodied learning and embodied cognition to the design of instructional environments that engage learners in new ways of moving within, and acting upon, the physical world. Using data and artifacts from participants’ research and designs as a starting point, discussion will examine strategies for how to effectively leverage embodiment in learning activities in both technology and non-technology environments. Strategies for studying/assessing the body’s role in learning will also be addressed. The target audience for this workshop are designers and researchers who either have existing work that includes a physical interaction component, or they have plans/desires to include such a component in upcoming work.

See the workshop flyer for more information.

Interested participants should fill out the workshop application by May 1st, 2016.

Please contact Robb Lindgren (robblind@illinois.edu) with any questions.

Designing & Validating Digital Learning Environments That Support & Scaffold Learning Mindsets, Skills & Habits

Organizers: Angela Barrus, PhD,
Dan Shapera, PhDc, Pearson

As learning technologies continue to supplement the instructor’s role for delivering and facilitating learning, it is essential to design and validate learning experiences that scaffold and support evidence-based learning mindsets, skills and habits. Learning scaffolds and supports are tools and content explicitly designed into the learning experience to improve learning processes and strategies. The goal of these scaffolds and supports is to encourage and assist learners in taking greater responsibility in partnership with instructors and mentors for the regulation of their lifelong learning process. Educational technologists, researchers, learning designers, and instructors can use design alchemy and design-based research learner-centered models and methodologies to continue to innovate and test the design, validation and implementation of effective learning experiences.

This workshop is for researchers, instructors, and students at all experience levels in education or training. We will provide hands-on, interactive experiences for improving your process and toolkit with additional strategies for designing, validating and implementing learning experiences that scaffold and support effective learning mindsets, skills and habits. The workshop will accommodate up to 80 participants on a first come, first served basis using this participant interest inventory that will help us refine the workshop objectives and activities to your needs. Interested participants should complete the application no later than April 15, 2016.