A
description of all workshops can be downloaded (as a PDF file) here.
You
can sign up for workshops when registering for
the conference unless noted otherwise.
Registration for workshops is free but places are limited and assigned
on a first-come, first-served basis.
The
workshops will be held on the UCLA campus unless noted otherwise. Free transportation will be provided to the
campus from the hotel. Times and
arrangements for pick-up and return will be emailed to people who have signed
up for workshops.
Tuesday
June 22:
All Day Session 9:00am – 5:00pm
Workshop 1
Community-Based Learning Workshop:
Explorations into Theoretical Groundings, Empirical Findings, and Computer
Support
Workshop 2
What's Next for Research on Teaching
and Learning With Connected, Handheld Devices?
Afternoon Session 1:30pm – 5:00pm
Workshop 3
Collaboration Models For Embracing
Diversity: Technology Supported Science Learning
Wednesday
June 23:
Morning Session 9:00am – 12:30pm
Workshop 4
Conducting Learning Sciences Research
with Emerging NASA e-Education Advanced Technology Applications
Workshop 5
Workshop on the Conceptualization of
NSF Support of Research in the Learning Sciences
Workshop 6
Higher Ed Seeking Learning Science
Researchers: New Collaborations, Domains, and Possibilities
Tuesday
June 22
All Day Session 9:00am – 5:00pm
Pre-Conference
Workshop 1
Community-Based Learning Workshop:
Explorations into Theoretical Groundings, Empirical Findings, and Computer
Support
Ralf Klamma, Markus Rohde, Gerry Stahl, & Volker Wulf
This
workshop aims to better understand learning within diverse educational
communities and to explore their potential support by means of community-based
technologies. To accomplish this, we will focus on intersections and
relationships between educational research and computer science as applied
within the learning sciences.
The
purpose of this workshop is to help us better understand practical, empirical
and applied aspects of community-based learning. New computer systems should
better address the complex needs of educational communities – which typically
change dynamically, are emergent, evolve over long periods of time and allow multiple
interacting memberships. While socio-cultural and related theories recognize
these features on a theoretical level, we now need to bring together and extend
empirical research results on diverse learning communities and to draw design
implications for technological support. While some recent systems have shifted
their focus from supporting individual learners or teachers to supporting group
work, even this fails to acknowledge that knowledge is not just an asset of the
individuals or the groups, but rather of the community as a whole.
Further
information on the workshop is available at: http://www.cis.drexel.edu/faculty/gerry/icls_learning_workshop.pdf
If
you would like to participate in the workshop, please send a brief position
paper indicating your interests in the topic of the workshop and any experience
you would like to share at the workshop. Send the position paper to: Gerry.Stahl@drexel.edu
Tuesday
June 22
All Day Session 9:00am – 5:00pm
Pre-Conference
Workshop 2
What's Next for Research on Teaching
and Learning With Connected, Handheld Devices?
Jeremy Roschelle, Roy Pea, & Valerie Crawford
Interest in wireless
handheld devices is growing as educators and researchers alike recognize the
importance of providing the benefits of educational technology in a more
affordable, mobile form. Classrooms with
networked handhelds allow all students to contribute to the group, and students
report feeling less anxiety about participating in the resulting classroom
conversations. New ways of knowing and
representing the range of thinking in the group become possible. As teaching tools, handheld-based
classrooms currently only scratch the surface of what is possible. With more
extensive data capture and analysis capabilities and more effective user
interfaces, there is real potential for such systems to greatly enhance teacher
effectiveness. Such systems could relay
estimates of student engagement, progress, interaction, and so forth, and could
be used by the teacher in real time to gain a deeper, more complete
understanding of student learning and activity in the classroom.
Aimed at researchers
and students in the learning sciences, participants in this interactive
workshop will increase their awareness of existing research and technology
base; raise and refine important research questions; brainstorm potential
research projects that could advance the field. Half the workshop will include
presentations to orient participants to significant issues in the domain. In the second half, participants will do a
“gallery walk”, annotating posters seeded with questions or ideas. Participants
will then break into small groups based on their interests to articulate
research questions around their issue and outline possible projects to address
the questions. The workshop will close with each group reporting on their
efforts.
Additional
Presenters:
Louis Abrahamson,
Corey Brady, Jim Kaput, Bill Penuel, Mark Schlager, Deborah Tatar
CONTACT
Jeremy
Roschelle jeremy.roschelle@sri.com
(650) 859-3049
Tuesday
June 22
Afternoon Session 1:30pm – 5:00pm
Pre-Conference
Workshop 3
Collaboration Models For Embracing
Diversity: Technology Supported Science Learning
Christopher Hoadley, Yael Kali, Tun Nyien, Michelle Williams
& Marcia Linn
The
TELS (Technology Enhanced Learning in Science) Center is a US NSF-funded Center
for Learning and Teaching with a dual mission: a) to build and study technology
enhanced learning in science using software and curriculum, and b) to serve as
a model for ways educational researchers, technology developers, teacher
trainers, and teachers can collaborate to do "big science" in the
tradition of a particle accelerator in physics or other major scientific
efforts that involve shared, coordinated, large-scale research efforts. This
"education accelerator" (as coined by Bob Tinker) is the key focus of
our workshop, bringing together researchers from diverse institutions and
projects to identify how to drastically accelerate the research, development,
and dissemination processes related to innovative technologies and curricula.
Members or leaders of current or past multi-institutional educational research
efforts such as CLTs, SLCs,
or Centers of Excellence are invited to come help share best practices for
coordinated research. All participants will be expected to provide a short
position paper detailing prior experiences or future ideas for these efforts.
Participants must register at least two weeks before the workshop.
CONTACT
Christopher Hoadley <icls04@edaccelerator.net>
Yael Kali <yaelkal@yahoo.com>
http://www.edaccelerator.net/icls04workshop/
Wednesday
June 23
Morning Session 9:00am – 12:30pm
Pre-Conference Workshop 4
Conducting Learning Sciences Research
with Emerging NASA e-Education Advanced Technology Applications
Steven McGee,
Debbie Reese
By 2008, NASA's Education Enterprise will develop 4 new advanced
technology applications. When completed, these technologies will be freely
available to the learning sciences community as open source applications. The
NASA Classroom of the Future (COTF) has developed the Virtual Design Center to
support instructional designers in using NASA's advanced technology
applications to develop inquiry-based learning environments. The four
programs are Information Accessibility
Lab, Animated Earth, What's the Difference, and Virtual Lab. Information Accessibility Lab allows the visually impaired to
interpret graphical information. The program can parse formulas to provide a
textual description of the graph resulting from standard formulas. In addition,
the program uses sound of varying pitch to characterize the graph itself. Animated Earth is a 3D Earth data viewer
that facilitates access to Earth data stored on distributed servers over the
Internet. What's the Difference will
provide an interface to support comparative analysis of a variety of data
represented in different media formats. A comparative analysis of planets can
occur with numerical data, images, or animations. Virtual Lab provides an interface to data from various instruments
that are significant to NASA research. A virtual electron microscope allows
students to engage in the same materials analysis that members of the Columbia
Accident Investigation Board used to understand the cause of the crash. In this workshop, the COTF facilitators will (1) provide
hands-on experience with prototypes of these new NASA advanced technology
applications, (2) review NASA's learning sciences research agenda, and (3)
introduce participants to the Virtual Design Center.
CONTACT
Debbie
Reese Debbie@cet.edu
(304)
243-4327
Wednesday
June 23
Doubletree
Guest Suites Hotel
Pre-Conference Workshop 5
Workshop on the Conceptualization of
NSF Support of Research in the Learning Sciences
John Cherniavsky, Barbara Olds, Eamonn
Kelly & Barry Sloane
In
the fall of 2003, the Research, Evaluation, and Communication Division of the
Education and Human Resources Directorate of NSF held a series of 3 workshops
on, respectively, conceptualizing the general areas of NSF support for
research, evaluation, and communication within the Education Directorate.
Diversity of research methods, scales, and research performers were a critical
element in all three workshops. These workshops are being used within NSF as a
framework for discussion of future investments in learning sciences as they
relate to education.
This
workshop will provide a forum for reporting on the NSF workshop discussions.
The workshop will also provide a forum for discussions and conversations about
NSF support of learning science research in constrained resource environments.
The output of this workshop will be a report that summarizes both the NSF
workshops and the critical discussions of diversity in the learning sciences
occurring at ICLS.
The
target audience for this workshop is intended to be active researchers in the
learning sciences community. Workshop
participants will be provided copies of reports from the NSF workshop and
commentaries on those reports.
CONTACT
John
Cherniavsky jchernia@nsf.gov
(703)
292-5136
Wednesday
June 23
Doubletree
Guest Suites Hotel
Pre-Conference Workshop 6
Higher Ed Seeking Learning Science
Researchers: New Collaborations, Domains, and Possibilities
Andrew Thomas, Tu Tran, Sue Gautsch &, John Silvester
While learning science research has focused most of its attention on secondary
learning environments, university faculty, instructional designers, and
administrations are attempting to apply this research to the design of
post-secondary environments, learning practices, and teaching strategies. New
opportunities for learning scientists to conduct research at the post-secondary
level -- often at their own universities -- are emerging. In recent years, a
new scholarship of teaching and learning has developed in higher education that
calls for a) an ongoing inquiry into the processes and practices of teaching
and learning; and b) the redesign of curricula, pedagogy and evaluation based
on such inquiry. New instructional models are emerging including student
collaboration, hybrid in-class and online courses, and technology supported
peer instruction in large lectures. Concurrently, university administrations
struggle to demonstrate to accreditation agencies that learning outcomes are a
high priority for all of undergraduate education, and research-based teaching
strategies are appearing in new tenure policies.
In this half-day workshop, you will learn how specific universities and
discipline areas (especially in the sciences) are turning to learning science
research to shape new initiatives that attempt to transform teaching and
learning environments, practices, and assessment. With information on various
funding opportunities, we will explore ways in which the field of learning
science can develop new research questions, theories, and methods of
post-secondary learning and learner practices. Lastly, we will explore ways the
learning science community can collaborate with university faculty,
departments, and learning technology support professionals.
CONTACT
Andrew
Thomas andrewt@ucla.edu
Sue
Gautsch gautsch@usc.edu
(213)
821-1336
http://www.usc.edu/cst/icls2004