ICLS 2004

This schedule can be downloaded as a PDF.

A short version can also be downloaded as a PDF.

All conference sessions will be held at the Doubletree Hotel in Santa Monica.

Conference registration will open Wednesday morning at 9 am.

Pre-Conference Workshops:
(For a detailed description please click here.)
Tuesday June 22 | Wednesday June 23

Conference:
Wednesday June 23 | Thursday June 24 | Friday June 25 | Saturday June 26
Thursday Posters | Friday Posters

Pre-Conference Program

TUESDAY JUNE 22

Morning

Doubletree	8:00
	Shuttle Buses leave from Hotel Reception
UCLA	9:00 – 17:00
Moore Hall 3340	Doctoral Consortium
	Annemarie Palincsar, University of Michigan
	Mike Rose, UCLA
	Tim Koschmann, University of Southern Illinois
	Cynthia C. Ching, University of Illinois, Urbana-Champaign
Moore Hall 3320	Junior Faculty Fellows • Video Case Analysis
	Rogers Hall, Vanderbilt University
	Frederick Erickson, UCLA
Moore Hall 3030	Workshop 1 • Community-Based Learning Workshop:
	Explorations into Theoretical Groundings, Empirical Findings, and Computer Support
	Ralf Klamme, RWTH Aachen
	Markus Rohde, Universität Bonn
	Gerry Stahl, Drexel University
	Volker Wulf, Universität Siegen
Moore Hall 2120	Workshop 2 • What’s Next for Research on Teaching and Learning with Connected, Handheld Devices?
	Jeremy Roschelle, SRI International
	Roy Pea, Stanford University
	Valerie Crawford, SRI International

Afternoon

Doubletree	12:30
	Shuttle Bus leaves from Hotel Reception
UCLA	13:30 – 17:00
Moore Hall 3034	Workshop 3 • Collaboration Models for Embracing Diversity: Technology-Supported Science Learning
	Christopher Hoadley, Pennsylvania State University
	Yael Kali, Technion
	Tun Nyien, North Carolina Central University
	Michelle Williams, UC Berkeley
	Marcia Linn, UC Berkeley
UCLA	17:00
	Shuttle Buses leave from Moore Hall
UCLA	21:15
	Shuttle Buses leave from Moore Hall

WEDNESDAY JUNE 23

Morning

Doubletree	8:00
	Shuttle Buses leave from Hotel Reception
UCLA	9:00 – 12:00
Moore Hall 3340	Doctoral Consortium
	Annemarie Palincsar, University of Michigan
	Mike Rose, UCLA
	Tim Koschmann, University of Southern Illinois
	Cynthia C. Ching, University of Illinois, Urbana-Champaign
Moore Hall 3320	Junior Faculty Fellows • HLM Approaches
	Michael Seltzer, UCLA
Moore Hall 3120	Workshop 4 • Conducting Learning Sciences Research with Emerging NASA e-Education Advanced Technology Applications
	Steven McGee, Jesuit Wheeling University
	Debbie Reese, Jesuit Wheeling University
Moore Hall 2120	Workshop 5 • Conceptualization of NSF-Support of Research in the Learning Sciences
	John Cherniavsky, National Science Foundation
	Barbara Olds, National Science Foundation
	Eamonn Kelly, George < Mason University
	Barry Sloane, National Science Foundation
Moore Hall 3034	Workshop 6 • Higher Education Seeking Learning Science Researchers: New Collaborations, Domains and Possibilities
	Andrew Thomas, University of Southern California
	Tu Tran, University of Southern California
	Susan Gautsch, University of Southern California
	John Silvester, University of Southern California
UCLA	12:00
	Shuttle Buses leave from Moore Hall

Conference Program

WEDNESDAY JUNE 23

Afternoon

DOUBLETREE	9:00 – 17:00
Foyer	REGISTRATION
	13:00 – 13:30
Carousel	Conference Opening
	Conference Chairs – 6 th ICLS
	Yasmin B. Kafai, UCLA
	William Sandoval, UCLA
	Noel Enyedy, UCLA
	Dean – Graduate School of Education & Information Studies
	Aimée Dorr,UCLA
	President – International Society of the Learning Sciences
	Pierre Dillenbourg, École Polytechnique Fédéral de Lausanne

	13:30 – 15:00
Carousel	Social Policy and Diversity
	Inequality, Stratification, and the Struggle for Just Schooling
	Jeannie Oakes, UCLA

	15:00 – 15:30
Foyer	Coffee & Cookies
	15:30 – 17:00
Carousel A	PAPER 1 • Argumentation, Explanations, and Epistemology
	Chair: Michael Barnett, Boston College
	Teacher Practices that Support Students’ Construction of Scientific Explanations in Middle School Classrooms
	David J. Lizotte, Katherine L. McNeill & Joseph Krajcik, University of Michigan
	Goal Instructions in Computer-Supported Collaborative Argumentation: Can You Find a Reason?
	E. Michael Nussbaum, University of Nevada
	Leveraging Epistemological Diversity through Computer-based Argumentation in the Domain of Probability
	Dor Abrahamson, Matthew W. Berland, R. Benjamin Shapiro, Joshua W. Unterman & Uri J. Wilensky, Northwestern University
	Epistemic Frames and Islands of Expertise: Learning from Infusion Experiences
	David Williamson Shaffer, University of Wisconsin-Madison
Carousel B	SYMPOSIUM 1 • Cracking the Nut – But Which Nutcracker to Use? Diversity in Approaches to Analyzing Collaborative Processes in Technology-Supported Settings
	Chairs: Nikol Rummel & Hans Spada, University of Freiburg
	An Emergent Methodology for Examining “Collaborative Space” in Educational Technology Environments
	Cynthia Carter Ching, University of Illinois at Urbana-Champaign
	X. Christine Wang, SUNY at Buffalo
	Employing Quantitative and Qualitative Methods to Analyze Collaborative Process in a Computer-Mediated Setting at Three Levels
	Hans Spada & Nikol Rummel, University of Freiburg
	From Coding and Counting to Exploring and Understanding: Methodological Experiences in Analyzing Collaborative Interactions with Shared Representations
	Dan Suthers, University of Hawai’i
	Assessing Quality Features of Online Contributions: Bringing Microanalysis of Written Texts Together With Participants’ Subjective Perceptions
	Rainer Bromme, Regina Jucks & Anne Runde, University of Münster
	It Is More Than Just One Nut to Crack: A Multidimensional Approach to Analyzing Collaborative Knowledge Construction in Computer-Supported Learning Environments
	Frank Fischer & Armin Weinberger, University of Tübingen
	Heinz Mandl, University of Munich
	Discussant: Pierre Dillenbourg, École Polytechnique Fédéral de Lausanne
Carousel C	PAPER 2 • Studies of Professional Practice
	Chair: April Luehmann, University of Rochester
	Cognitive Partnerships on the Bench Tops
	Wendy C. Newstetter, Elke Kurz-Milcke & Nancy J. Nersessian, Georgia Institute of Technology
	How a Creative "System" Learns: The Distributed Activity of Choreography
	Janice E. Fournier, University of Washington
	Seeing Nacirema: How Students and Professors Interpret Ethnographic Film
	Eric Karl Chambers & Reed Stevens, University of Washington
Marquee I	PAPER 3 • Mathematics Instruction and Student Understanding
	Chair: Daniel Battey, UCLA
	Learning to Distinguish Between Representations of Data: A Cognitive Tutor That Uses Contrasting Cases
	Ryan Shaun Baker, Albert T. Corbett & Kenneth R. Koedinger, Carnegie Mellon University
	The Impact of Example Comparisons on Schema Acquisition: Do Learners Really Need Multiple Examples?
	Katharina Scheiter, Peter Gerjets & Julia Schuh, University of Tübingen
	Diverse Settings for Learning and Teaching: Preservice Teachers Learning Pedagogy Online and On-the-Fly
	Jody S. Underwood, Educational Testing Service
	Janet S. Bowers, San Diego State University
Marquee II	PAPER 4 • Organizational Learning
	Chair: Susan Gautsch, University of Southern California
	Authoring Branching Storylines for Training Applications
	Andrew S. Gordon, University of Southern California
	SCALE: Supporting Community Awareness, Learning, and Evolvement in an Organizational Learning Environment
	Amy Soller, ITC-IRST, Renata Guizzardi, University of Twente
	Alessandra Molani, University of Trento & Anna Perini, IRC-IRST
	Organizational Learning In The Early Stage of Globalization
	Le Zhong, Allan Collins & Jean Egmon, Northwestern University
	19:00–21:00
	Networking for Graduate Students
	Meeting in Foyer and Walk to Bowling Alley

THURSDAY JUNE 24

Morning

	7:00 – 8:30
Gallery Nord	CLOSED EDITORIAL BOARD MEETING
	Journal of the Learning Sciences
	8:00 – 17:00
Foyer	REGISTRATION
	8:30 – 9:30
Carousel A	PAPER 5 • Computer Technology for At-risk Populations
	Chair: Nicole Pinkard, University of Chicago
	Anticipatory Cognitive Mapping of Unknown Spaces in Unknown Spaces by People who are Blind Using a Virtual Learning Environment
	David Mioduser & Orly Lahav, Tel Aviv University
	GoGo Board: Augmenting Programmable Bricks for Economically Challenged Audiences
	Arnan Sipitakiat, MIT Media Laboratory
	Paulo Blikstein, Northwestern University
	David P. Cavallo, MIT Media Laboratory
	Climbing to Understanding: Lessons from an Experimental Learning Environment for Adjudicated Youth
	David Cavallo, Seymour Papert & Gary Stager, MIT Media Laboratory
Carousel B	PAPER 6 • Computer Tools for Collaboration, Learning, and Instruction
	Chair: Christine Wang, SUNY at Buffalo
	Can Students Collaboratively Use Hypermedia to Learn about Science? The Dynamics of Self- and Other-regulatory Processes in the Classroom
	Roger Azevedo, Fielding I. Winters & Daniel C. Moos, University of Maryland
	Implications of Computer-Based Projects in Electronics on Fostering Independent Learning, Creativity and Teamwork
	Moshe Barak, Ben-Gurion University of the Negev
	Diverse Descriptions of Experimental Practice as Supports for Learning
	Michael J. Ford, University of Pittsburgh
	Technology-Supported Systemic Reform: An Initial Evaluation and Reassessment
	Daniel D. Suthers, Violet H. Harada, William E. J. Doane, Joyce Yukawa, Bruce Harris & Viil Lid, University of Hawai’I at Manoa
Carousel C	SYMPOSIUM 2 • Developing Historical Thinking Practices through Technology-Supported Inquiry
	Digital Neighborhood Histories
	Joseph L. Polman & Laura Westhoff, University of Missouri- St. Louis
	Tracking Canada’s Past
	D. Kevin O'Neill, Elahe Sohbat & Mahboubeh Asgari, Simon Fraser University
	Facilitating Multiple Perspectives to Promote Historical Argumentation Skills in a Multimedia Learning Environment
	Namsoo Shin, University of Michigan
	Steven McGee, Wheeling Jesuit University
	Teaching the Teaching of History with Digital Resources: Possibilities and Limitations of an On-line Inquiry Project in a Methods Course
	Josh Radinsky, University of Illinois at Chicago
	Promoting Disciplinary-Sensitive Argumentation Across History and Science in the Elementary School Classroom
	Philip Bell, University of Washington
Marquee	SYMPOSIUM 3 • People, Places, and Things: Multiple Perspectives on Learning Opportunities for Diverse Populations
	Everyday Science and Other Antecedents to Scientific Meaning-Making for Bilingual Families in Informal Learning Settings Like Aquariums
	Doris Ash, University of California, Santa Cruz
	Case Studies of Successful Mathematics Teaching with Yup’ik Native Alaskan Children
	Mary Betsy Brenner, University of California, Santa Barbara
	“I went by twos, he went by ones:” Multiple Ways of Talking About Graphs
	Judit N. Moschkovich, University of California, Santa Cruz
	Diversity as Outcome of Education
	Gordon Wells, University of California, Santa Cruz
	10:00 – 10:30
Foyer	Coffee & Tea Break

	10:30 – 12:00
Carousel	The Cultural Learning Sciences
	Making Cultural Practices, Diversity, and Equity Central Concerns for the Learning Sciences
	Chair: Noel Enyedy, UCLA
	Carol Lee, Northwestern University
	Kris Gutierrez, UCLA
	Angela Calabrese Barton, Columbia University
	Judy Moscovitch, UC Santa Cruz

	12:00 – 13:30
	LUNCH BREAK
Gallery Nord	CLOSED BOARD Meeting
	International Society of the Learning Sciences
Marquee	Learning Sciences at AERA
	Discussion Meeting
	Chair: Douglas Clark, Arizona State University

Afternoon

	13:30 – 15:00
Carousel A	PAPER 7 • Culture and Learning
	Chair: Carmen Martínez-Roldán, Arizona State University
	Narrative and Identity: Constructing Oppositional Identities in Performance Communities
	Erica Rosenfeld Halverson, Northwestern University
	Understanding Collaborative Activity Systems: The Relation of Tools and Discourse in Mediating Learning
	Cindy E. Hmelo-Silver & Ellina Chernobilsky, Rutgers University
	Exploring the Effects of Learners’ Cultural And Social Histories on the Practices of Learning Scientists
	Nichole Pinkard, University of Chicago
	Socially Relevant Representations in Interfaces for Learning
	Christopher M. Hoadley & Joshua A. Kirby, Pennsylvania State University
Carousel B	PAPER 8 • Motivation and Engagement in Students’ Learning
	Chair: Nava Livne, University of New Mexico
	The Interest-Driven Learning Design Framework: Motivating Learning through Usefulness
	Daniel C. Edelson, Northwestern University
	Diana M. Joseph, University of Chicago
	Role, Goal, and Activity: A Framework for Characterizing Participation and Engagement in Project-Based Learning Environments
	Virginia M. Pitts & Daniel C. Edelson, Northwestern University
	Motivation to Read: Comparing Teachers’ Perceptions of Students’ Motivation with Students’ Self-Reported Motivation: A Pilot Study
	Robert Rueda, Julie Au & Sunhee Choi, University of Southern California
Carousel C	PAPER 9 • Participation and Discourse
	Chair: Cathy Angelillo, UC Santa Cruz
	Learning to Participate in Disciplinary Discourses: What Happens When the Conversation Ends?
	Lindsay L. Cornelius, University of Washington
	Knowledge Sharing in Groups: Experimental Findings of How to Overcome a Social Dilemma
	Ulrike Cress & Friedrich-Wilhelm Hesse, University of Tübingen
	Strengthening Learning Communities by Promoting Social Skill Development
	Samuel M. Kwon & Louis M. Gomez, Northwestern University
	Managing Ideological and Pedagogical Dilemmas: Improvising a Balance between Discovery and Transmission in 2 K-1 Science Classrooms
	A. Susan Jurow & Laura Creighton, University of Colorado at Boulder
Marquee	SYMPOSIUM 4 • Models of Learning and Theories of Practice for Informal Learning Environments
	Chair: Sherry Hsi, The Exploratorium
	Islands of Expertise: Following the Child Through Everyday, Informal, and Formal Learning Environments
	Kevin Crowley, University of Pittsburgh
	Interaction, Mediation and Intervention in Investigate
	Heather King, Kings College London
	Design-Based Research in Informal Education Settings
	Coe Leta Finke, UC Berkeley
	Learning that Transfers Across Multiple Settings: A Problem of Studying and Facilitating Nomadic Inquiry
	Sherry Hsi, The Exploratorium
	Discussant: Richard Duschl, Kings College London
	15:00 – 15:30
Foyer	Coffee & Cookies
	15:30 – 17:00
	POSTER SESSIONS
Carousel	Collaborative Learning
	How Does Adaptive Scaffolding Facilitate High School Students’ Ability to Regulate their Learning with Hypermedia?
	Roger Azevedo, University of Maryland
	“Remote Earthquakes”: Getting Serious about Authenticity in CSCL
	Nelson Baloian & Henning Breuer, Universidad de Chile
	Ulrich Hoppe, University Duisburg-Essen
	Jose A. Pino, Universidad de Chile
	A Reflective Analysis of Instructional Practice in an Online Environment
	Matt DelMarcelle & Sharon Derry, University of Wisconsin
	Information Infrastructures to Support Ambitious Instruction in Urban Schools: Bringing Diverse Perspectives to Bear on a Tough Problem
	Diana Joseph & Nichole Pinkard, University of Chicago
	The Effects of "Collaborative Discovery Learning with an Association Scheme" on the Acquirement of Scientific Literacy
	Hiroko Kobayashi, University of Tokyo
	Classroom Strategies for Simulation-Based Collaborative Inquiry Learning
	Classroom Strategies for Simulation-Based Collaborative Inquiry Learning
	Tom Murray, Larry Winship, Neil Stillings, Esther Shartar & Ayala Galton, Hampshire College
	Challenge or Connect? The Discourse of Collaboration in an Online Course
	Trena M. Paulus, University of Tennessee
	Diversity in Virtual Math Teams
	Gerry Stahl, Wesley Shumar & Stephen Weimar, Drexel University
	Diversity Issues in Design and Learning
	Designing Pedagogical Agents to Address Diversity in Learning
	Amy L. Baylor, Florida State University
	Equity and the Development of Technological Fluency
	Brigid Barron, Jennifer Tackman, Caitlin Martin, Emma Mercier, Aditja Johri, Zanette Johnson, Susie Wise, Marie White, Sara McPhee, & Peter Worth, Stanford University
	Is a Conversation with a Wall Really a Conversation? A Review of the Recent Mainstream Science Education Literature about Gender Issues in Science
	Thomas Higginbotham, Boston College
	Social and Technological Innovations: Entry into the Knowledge Society for Everyone
	Mary Lamon, University of Toronto
	Carleen Andrews, Dr. Kearney Junior Secondary School
	Marlene Scardamalia, University of Toronto
	The Community Practice of Teasing Among Latino Children
	Lucinda Pease-Alvarez & Cathy Angelillo, University of California, Santa Cruz
	Marquee Learning Applications & Tools
	My World: A Case Study in Adapting Scientists’ Tools for Learners
	Daniel C. Edelson, Northwestern University
	Designing an Online Learning Environment for New Elementary Science Teachers: Supports for Learning to Teach
	Elizabeth A. Davis, Julie Smithey & Debra Petish, University of Michigan
	Computer-Assisted Engineering for Children: a Pop-Up Design Application
	Susan Hendrix & Michael Eisenberg, University of Colorado at Boulder
	Searching for Steven Spielberg: Introducing iMovie to the High School English Classroom: A Closer Look at What Open-Ended Technology Project Designs Can Do to Promote Engaged Learning
	Claudia Hindo, Ken Rose & Louis M. Gomez, Northwestern University
	Using Handheld Technologies in High School Economics: A School-University Collaborative Design Project
	Steve Lonn & Rodney Williams, University of Michigan
	The Digital IdeaKeeper: Combining Digital Library Services with Support for Online Inquiry
	Chris Quintana & Meilan Zhang, University of Michigan
	Improving Personal Home Pages to Support Learning as Becoming and Belonging
	Jochen Rick & Mark Guzdial, Georgia Institute of Technology
	From Text to Tool: Unpacking the Diffusion of a Learning Technology in Higher Education
	Tom Satwicz & Reed Stevens, University of Washington
	Berta's Tower: Understanding Physics through Virtual Engineering
	Gina Svarovsky & David Williamson Shaffer, University of Wisconsin-Madison
	Game of the Moment: Constructed Social Practice in Young Children’s Game Playing
	X. Christine Wang, SUNY at Buffalo
	Sam Goes to School: Story Listening Systems in the Classroom
	Colleen Kehoe, University of Illinois
	Justine Cassell, Northwestern University
	Susan Goldman, University of Illinois
	James Dai & Ian Gouldstone, MIT Media Laboratory
	Shaunna MacLeod & Traci O’Day, University of Illinois
	Anna Pandolfo, Kimiko Ryokai & Austin Wang, MIT Media Laboratory
	Using Museum Resources to Engage High School Students in Historical Thinking
	Meilan Zhang, Robert B. Bain & Stephen Mucher, University of Michigan
	Virtual Game Environments for Learning
	A Model and a Game for Investigating, Designing and Teaching Collaborative Learning
	César A. Collazos, Luis A. Guerrero & José A. Pino, Universidad de Chile
	Gerry Stahl, Drexel University
	Sergio F. Ochoa, Universidad de Chile
	Getting Your Socks Wet: Augmented Reality Environmental Science
	Eric Klopfer, Massachusetts Institute of Technology
	Kurt Squire, University of Wisconsin-Madison
	Effects of Age on Associating Virtual and Embodied Toys
	Sandra Y. Okita, Stanford University
	Using Coordination Classes to Interpret Conceptual Change in Astronomical Thinking
	Brett E. Shelton & Reed Stevens, University of Washington
	Robot Role Play: Tangible Programming and Role Play Program Execution for Kids
	Jakob Tholander, Ylva Fernaeus & Jesper Holmberg, Stockholm University
Foyer	DOCTORAL CONSORTIUM
	Student Generated Analogies in Science: Analogy as Categorization Phenomenon
	Leslie Atkins, University of Maryland
	Cooperative Problem-Solving and Learning in Computer-Mediated Settings: The Role of Shared Pictorial and Textual Applications in Free and Restricted Communication
	Miriam Bertholet, Universität Freiburg
	Understanding the Social and Instructional Meaning of a Multimedia, Bilingual Instructional Tool for Educators of the Deaf
	Elizabeth Digello, University of Illinois, Urbana Champaign
	Designing for Participation: How Social and Environmental Factors Influence Educational Discussions
	James Hudson, Georgia Institute of Technology
	Designing, Playing, and Learning: Sustaining Student Engagement with a Constructionist Design Tool for Craft and Math
	Kristine Kaster Lamberty, Georgia Institute of Technology
	The Good Field Trip: How Student Epistemologies of Science and Art are Affected by Trips to Museums and Other Sites
	Sandra Toro Martell, University of Washington
	E-Design for a Learning Journey
	Nerida McCredie, University of Technology Sydney
	Exploring the Development of Case Application Skills in Middle School Project-Based Inquiry Classrooms
	Jakita Owensby, Georgia Institute of Technology
	Local vs. Global Networks: Network Analysis of a Multi-User Virtual Environment
	Kirk Job-Sluder, Indiana University
Doubletree	17:00
	Buses start leaving from Hotel Foyer
	17:30 – 20:30
	UCLA CONFERENCE DINNER RECEPTION
UCLA	20:30
	Buses start leaving from Moore Hall

FRIDAY JUNE 25

Morning

	7:00 – 8:30
Gallery Nord	CLOSED EDITORIAL BOARD MEETING
	Computer Support for Collaborative Learning
	8:00 – 17:00
Foyer	REGISTRATION
	8:30 – 10:30
Carousel A	PAPER 10 • Project-based Science Inquiry
	Chair: Krista Glazewski, Purdue University
	How Should Learning Be Structured in Elementary Science Instruction?: Investigating the Interplay of 1st- and 2nd-hand Investigations in Inquiry about Motion
	S. J. Magnusson, A. S. Palincsar, S. Hapgood & A. Lomangino, University of Michigan
	Case Application Suite: Scaffolding Use of Expert Cases in Middle-School Project-Based Inquiry Classrooms
	Jakita N. Owensby & Janet L. Kolodner, Georgia Institute of Technology
	Contextualizing Instruction in Project-Based Science: Activating Students' Prior Knowledge and Experiences to Support Learning
	Ann E. Rivet, Columbia University
	Joseph S. Krajcik, University of Michigan
	Using "Rules of Thumb" Practices to Enhance Conceptual Understanding and Scientific Reasoning in Project-Based Inquiry Classrooms
	Michael T. Ryan & Janet L. Kolodner, Georgia Institute of Technology
Carousel B	SYMPOSIUM 5 • Design Theories of Interest, Motivation, and Engagement for the Learning Sciences
	Chair: Daniel T. Hickey, University of Georgia
	An Initial Contribution to the Development of a Design Theory of Mathematical Interest: The Case of Statistical Data Analysis
	Paul Cobb & Lynn Hodge, Vanderbilt University
	Learning in Informal and School-based Settings: A Multi-Context View of the Development of Interest
	Brigid Barron, Stanford University
	Designing Learning Environments to Support Engaged Participation in Domain Knowledge Practices
	Daniel T. Hickey, University of Georgia
	What Does It Mean to be Interested in a Practice?
	Flávio S. Azevedo, University of California, Berkeley
	Making Motivation-Centered Design Practical: A Tool for Analyzing and Guiding Design
	Diana Joseph, University of Chicago
	Daniel Edelson, Northwestern University
	Discussants: Allan Collins, Northwestern University
	Ann Renninger, Swarthmore College
Carousel C	PAPER 11 • Research Strategies for the Learning Sciences
	Chair: Orly Lahav, University of Wisconsin-Madison
	The Video Analyst’s Manifesto (or The Implications of Garfinkel’s Policies for the Development of a Program of Video Analytic Research within the Learning Sciences)
	Timothy Koschmann & Alan Zemel, Southern Illinois University
	A Reform-based Framework for Observing Teaching
	Rebecca Schneider, University of Toledo
	Joseph Krajcik & Phyllis Blumenfeld, University of Michigan
	Outline of a Pattern-Oriented Research Strategy for Complex Learning Scenarios
	Christoph Richter & Heidrun Allert, University of Hanover
Marquee I	PAPER 12 • Reading and Listening Comprehension
	Chair: Carmen Martínez-Roldán, Arizona State University
	Self-explaining Science Texts: Strategies, Knowledge and Reading Skill
	Rachel Best, Yasuhiro Ozuru & Danielle S. McNamara, University of Memphis
	World Knowledge Driving Young Readers’ Comprehension Difficulties
	Danielle S. McNamara, Randy G. Floyd, Rachel Best & Max Louwerse, University of Memphis
	Learning from Lectures for Comprehension
	Naomi Miyake & Hajime Shirouzu, Chukyo University
	Supporting Middle School Students Use Nonlinear Science Texts in an Inquiry Classroom
	Agnes Stylianou & Sadhana Puntambekar, University of Connecticut
Marquee II	PAPER 13 • Teacher Communication Styles and Student Learning
	Chair: Susan Jurow, University of Colorado at Boulder
	What Makes Teaching Special?
	Victor R. Lee & Bruce L. Sherin, Northwestern University
	The Effects of Teacher Social Presence on Student Satisfaction, Engagement, and Learning
	Alyssa Wise, Juyu Chang, Thomas Duffy & Rodrigo del Valle, Indiana University
	The Role of Gesture in Instructional Communication: Evidence from an Early Algebra Lesson
	Martha Wagner Alibali, University of Wisconsin-Madison
	Mitchell J. Nathan, University of Colorado
	10:00 – 10:30
Foyer	Coffee & Tea Break

	10:30 – 12:00
Carousel	CULTURE, LEARNING, AND IDENTITY
	Taking Culture Seriously in the Study of Learning and Development
	Na’ilah Nasir, Stanford University

	12:00 – 13:30
	LUNCH BREAK
Marquee	OPEN BUSINESS MEETING
	International Society of the Learning Sciences

Afternoon

	13:30 – 15:00
Carousel A	PAPER 14 • Representations and Learning
	Chair: Randi Engle, University of Pittsburgh
	'Cultural Mathematics' in the Oksapmin Curriculum: Continuities and Discontinuities
	Indigo Esmonde & Geoffrey B. Saxe, University of California, Berkeley
	Of Grids and Jars: A Comparative Analysis of Representational Infrastructure and Learning Opportunities in Middle School and Professional Science
	Rogers Hall, Rich Lehrer, Deb Lucas & Leona Schauble, Vanderbilt Univerisity
	Supporting Students’ Reasoning with Inscriptions
	Jose Luis Cortina, Qing Zhao, Paul Cobb & Kay McClain, Vanderbilt University
Carousel B	PAPER 15 • Science and Technology in Urban Schools
	Chair: Ann Rivet, Columbia University
	Standardized Test Outcomes of Urban Students Participating in Standards and Project Based Science Curricula
	Robert Geier, Phyllis Blumenfeld, Ronald Marx, Joseph Krajcik, Barry Fishman & Elliot Soloway
	University of Michigan
	Improving Urban Youth’s Interest and Engagement through Field-Based Scientific Investigations
	Michael Barnett, Eric Strauss & Camelia Rosca, Boston College
	Heather Langford, Casey Trees Endowment Fund
	Dawn Chavez & Leah Deni, Boston College
	Charles Lord, Urban Ecology Institute
	Using Educational Robotics to Engage Inner-City Students with Technology
	Rachel Goldman, Columbia University
	Amy Eguchi, University of Cambridge
	Elizabeth Sklar, Columbia University
	RoBallet: Exploring Learning through Expression in the Arts through Constructing in a Technologically Immersive Environment
	David Cavallo, Arnan Sipitakiat, Anindita Basu, Shaundra Bryant, Larissa Welti-Santos, John
	Maloney, Siyu Chen, Erik Asmussen, Cynthia Solomon & Edith Ackermann, MIT Media Laboratory
Carousel C	PAPER 16 • Understanding Students’ Scientific Reasoning
	Chair: Brian Foley, California State University Northridge
	What Constitutes Evidence of Complex Reasoning in Science?
	Nancy B. Songer & Amelia W. Gotwals, University of Michigan
	Student Generated Analogies in Science: Analogy as Categorization Phenomenon
	Leslie J. Atkins, University of Maryland
	Investigating Students’ Collaborative Scientific Reasoning during a Natural Selection Investigation
	Eleni A. Kyza, Northwestern University
Marquee	SYMPOSIUM 6• Programming Revisited — The Educational Value of Computer Programming
	Chair: Mitchel Resnick, MIT Media Laboratory
	Scratch: Creating a “Programming Culture” at Community Technology Centers
	Mitchel Resnick, John Maloney & Brian Silverman, MIT Media Laboratory
	Boxer
	Andrea diSessa, University of California, Berkeley
	StarLogo TNG
	Eric Klopfer, MIT Teacher Education Program
	Andrew Begel, University of California, Berkeley
	Real-Time Models and their Educational Significance
	Chris Hancock, Tertl Studos
	15:00 – 15:30
Foyer	Coffee & Cookies
	15:30 – 17:00
Marquee	PAPER 17 • Technology-Based Learning Environments
	Chair: Kate Muir, University of Wyoming
	Help-seeking in Interactive Learning Environments: Effectiveness of Help and Learner-related Factors in a Dyadic Setting
	Tobias Bartholomé, Elmar Stahl & Rainer Bromme, University of Münster
	Fostering Reflection with Socratic Tutoring Software: Results of Using Inquiry Teaching Strategies with Web-Based HCI Techniques
	Baba Kofi A. Weusijana, Christopher K. Riesbeck & Joseph T. Walsh, Jr., Northwestern University
	A Microworld Learning for Psychology Experiments by Combining Real and Virtual Experiments
	Kazuhisa Miwa, Norio Ishii, Hitomi Saito & Ryuichi Nakaike, Nagoya University
	Electromagnetism Supercharged! Learning Physics with Simulation Games
	Kurt Squire, University of Wisconsin-Madison
	Mike Barnett, Jamillah M. Grant & Thomas Higginbotham, Boston College
Carousel	POSTER SESSIONS
	Learning Environments
	We built this city: Developing students' understanding of ecology through the professional practice of urban planning
	Kelly L. Beckett & David Williamson Shaffer, University of Wisconsin-Madison
	What is Your Science Classroom Environment Like?
	Yaron Doppelt & Christian Schunn, University of Pittsburgh
	Developing Understanding of Basic Astronomical Concepts By Using a Virtual Solar System
	Elhanan Gazit, David Chen & Yoav Yair, Tel-Aviv University
	Who has Why-Pox: A case study of informal science education on the net
	Brian J. Foley, University of California, Irvine
	Deborah La Torre, University of California, Los Angeles
	Tools for Open Interpretation: using novel, non-desktop computing to support multiple perspectives in children's historical understanding
	Tony Hall, Liam Bannon, Luigina Ciolfi, Kieran Ferris & Paul Gallagher, University of Limerick
	Nora Hickey, The Hunt Museum
	Anders Hedman, Royal Institute of Technology
	Audience in Computer Learning: A Constructionist Interpretation
	Gillian R. Hayes, Anne Marie Piper, Bob Amar, Korin J. Bevis,
	Wendy Newstetter & Amy S. Bruckman, Georgia Institute of Technology
	Students' Interest for and Work with Applet-Enhanced Word Problems
	K. Ann Renninger, Nathalie Sinclair, Victoria M. Hand, Hollylynne Stohl,
	Suzanne Alejandre & Jody S. Underwood, Swarthmore College
	Medium-Based Design: Supporting Bricoleur Designers
	Jochen Rick & K.K. Lamberty, Georgia Institute of Technology
	Automated Content Assessment Tools for e-Learning Environments
	Lynn A. Streeter & Noelle LaVoie, Knowledge Analysis Technologies
	Charles Krupnick, US Army War College
	Joseph Psotka, US Army Research Institute
	A Case Study of a Family’s Digital Technology Use
	Heather Toomey Zimmerman, University of Washington
	Student Reasoning
	Personally-Seeded Discussions to Scaffold Online Argumentation
	Douglas B. Clark, Arizona State University
	Who is to blame? The Impact of Views of Causal Agency on Reasoning and Decision Making
	Maria Carolina DaCosta & Clark A. Chinn, Rutgers University
	Numerically Driven Inferencing about Abortion: Estimation and Rate Feedback’s Diverse Effects on Personal Policies and Justifications
	Jennifer Garcia de Osuna, Michael Ranney, Janek Nelson & Laura Germine,
	University of California, Berkeley
	Creativity Education Centered on Reflective Activities
	Norio Ishii & Kazuhisa Miwa, Nagoya University
	Scaffolding Causal Reasoning
	David Jonassen, Woei Hung, Johannes Strobel, Matthew Schmidt & Moon-Heum Cho,
	University of Missouri
	Historical Reasoning Reconceptualized: A Case Study
	Johannes Strobel, University of Missouri-Columbia
	Inquiry Practices as Subsystems: Characterizing Important Elements of Reasoning
	Carrie T. Tzou & Brian J. Reiser, Northwestern University
	Student Understanding of Complex Systems
	Milo and J-Mole: Computers as Interpretive Agents to Improve Symbolic Understanding
	Kristen P. Blair & Daniel L. Schwartz, Stanford University
	The Impact of Spurious Correlations on Students’ Problem-Solving
	Norma M. Chang, Kenneth R. Koedinger & Marsha C. Lovett, Carnegie Mellon University
	Understanding What's Hard in Learning about Complex Systems
	Elizabeth S. Charles, Georgia Institute of Technology
	Sylvia T. d'Apollonia, Dawson College
	Learning from Category-Avoiding Instructional Examples Reduces Cognitive Load and Fosters Cognitive Skill Acquisition
	Peter Gerjets, Knowledge Media Research Center
	Katharina Scheiter, University of Tübingen
	Richard Catrambone, Georgia Institute of Technology
	A Multi-Level/Multi-Type Model for Design-Based Alignment of Instruction, Assessment, and Testing
	Daniel T. Hickey & Steven J. Zuiker, University of Georgia
	Steven McGee, Wheeling Jesuit University
	A Breath of Fresh Air: Alternative Approaches to Learning About Complex Systems.
	Surabhi Marathe, Lei Liu & Cindy E. Hmelo-Silver, Rutgers University
	Coevolution of Symbolic and Concrete Dimensions of Understanding
	Taylor Martin, University of Texas
	Teacher Development
	Supporting the Scaling of Innovations: Guiding Teacher Adaptation of Materials by Making Implicit Structures Explicit
	Hsien-Ta Lin & Barry J. Fishman, University of Michigan
	Understanding Teachers’ Conceptual and Pedagogical Knowledge of Probability
	Yan Liu, Vanderbilt University
	Preparing Elementary Education Teachers To Teach Science In Diverse Environments
	Gail R. Luera & Charlotte A. Otto, University of Michigan
	The Benefits and Challenges of Learning from Contrasting Video Cases
	Anandi Nagarajan, Cindy Hmelo-Silver & Ellina Chernobilsky, Rutgers University
	Towards Systemic Professional Development: Teachers as e-Designers
	Lachlan Forsyth, Gillian Mulholland & Lynette Schaverien, University of Technology, Sydney
	Preparing Tomorrow’s Teachers to Use Technology: Analysis of Pre-service Elementary and Middle School Teacher’s Interactions With Computer Modeling and Simulation Tools
	Christina Schwarz, Jason Meyer & Ajay Sharma, Michigan State University
	Preservice Elementary Science Teachers' Identity Development: Identifying with Images of Inquiry
	Julie Smithey & Elizabeth A. Davis, University of Michigan
	Negotiating the Meaning of Representations in the Mathematics Classroom
	Jennifer A. Tackman & Shelley V. Goldman, Stanford University
	Insights Into the Complexity of Designing for Professional Development Networks in Educational Technologies: Tensions Between Structure and Agency
	Susan Yoon, Eric Klopfer, Ginger Richardson & James Taylor, Massachusetts Institute of Technology
Doubletree	17:00
	Buses leave from Hotel Foyer
	GETTY VISIT
Getty Center	20:30
	Buses leave from Getty Center

SATURDAY JUNE 26

Morning

	8:30 – 10:00
Carousel A	PAPER 18 • Multi-User Online Environments
	Chair: Douglas Clark, Arizona State University
	Passive Forum Behaviors (Lurking): A Community Perspective
	Fei-ching Chen, National Central University
	Learning in Massively Multiplayer Online Games
	Constance A. Steinkuehler, University of Wisconsin-Madison
	Replaying History: Engaging Urban Underserved Students in Learning World History Through Computer Simulation Games
	Kurt Squire, University of Wisconsin-Madison
	Sasha Barab, Indiana University
	Design-based Research Strategies for Studying Situated Learning and Knowledge Transfer in a Multi-user Virtual Environment
	Chris Dede, Brian Nelson, Diane Jass Ketelhut, Jody Clarke & Cassie Bowman, Harvard University
Carousel B	PAPER 19 • Student Inquiry and Collaboration with Handheld Technology
	Chair: Noel Enyedy, UCLA
	Emerging Social Engineering in the Wireless Classroom
	Shelley Goldman, Roy Pea & Heidy Maldonado, Stanford University
	Meeting Teachers in the Middle: Designing Handheld Software to Improve Student Questioning
	William R. Penuel, Louise Yarnall, Melissa Koch & Jeremy Roschelle, SRI International
	Leveraging Handhelds to Increase Student Learning: Engaging Middle School Students with the Mathematics of Change
	Philip Vahey, SRI International
	Deborah Tatar, Virginia Tech
	Jeremy Roschelle, SRI International
Carousel C	PAPER 20 • Teacher Education, Curriculum Development & Administration
	Chair: Iris Tabak, Ben-Gurion University
	Representing a Problem Space: Towards a Deeper Understanding of the Practice of Instructional Leadership
	Lawrence D. Brenninkmeyer, Bruce L. Sherin & James P. Spillane, Northwestern University
	The Best Made Plans of Mice and Curriculum Planners: Embracing Diversity in Teacher Needs and Planning For It
	Barbara Burks Fasse, Georgia Institute of Technology
	Professional Development and Teacher Change: A Longitudinal Investigation of Teacher Generative Growth
	Chrystalla Mouza, University of Delaware
	Learning behind the Scenes: Development of Mentors through their Participation in Design Research
	Jun Oshima, Shizuoka University
	Ritsuko Oshima, Chukyo University
	Taku Ishiyama, Shizuoka University
Marquee	SYMPOSIUM 7 • Plumbing the Foundations of Knowledge Building
	Chair: Timothy Koschmann, Southern Illinois University
	Carl Bereiter, Ontario Institute for Studies in Education
	Timothy Koschmann, Southern Illinois University
	Bertram Bruce, University of Illinois, Urbana-Champaign
	Eamonn Kelly, National Science Foundation
	10:00 – 10:30
Foyer	Coffee & Tea

	10:30 – 12:00
Carousel	Defining the Science in the Learning Sciences
	Chair: William Sandoval, UCLA
	Sasha Barab, Indiana University
	Paul Cobb, Vanderbilt University
	Marcia Linn, University of California, Berkeley
	Nora Sabelli, SRI International
	Michael Seltzer, University of California, Los Angeles

	12:00 – 12:30
Carousel	CONFERENCE CLOSING