| Boğaziçi University |
Bebek/Istanbul, Turkey |
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Cognition and Metacognition • CSCL • Design-Based Research • Designing Learning Environments • Digital Media • Disciplinary Learning • Emotion • Professional Learning • Social Contexts • Scaffolding • Teacher Education |
| Boston College |
Boston, MA, USA |
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Project-based learning |
| Carnegie Mellon University |
Pittsburgh, PA, USA |
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Assessment • Artificial Intelligence • Authoring Tools • Cognition and Metacognition • Collaborative Learning • CSCL • Digital Media • Disciplinary Learning • Learning Analytics • Motivation • Technology-Enhanced Learning |
| Clemson University |
Clemson, SC, USA |
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Learning technologies • Educational psychology • Human development • Advanced research methods |
| Indiana University |
Bloomington, IN, USA |
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Constructionism • Design-Based Research • Digital Media • Problem-Based Learning • Social Contexts |
| McGill University |
Montreal, QC, Canada |
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Cognition and Metacognition • Designing Learning Environments • Emotion • Motivation • Scaffolding • Self-Regulated Learning • Social Contexts • Technology-Enhanced Learning Environments |
| New York University |
New York, NY, USA |
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Design-Based Research • Designing Learning Environments • Digital Media • Ethnography • Learning Analytics • Technology-Enhanced Learning • Video Analysis |
| North Carolina State University |
Raleigh, NC, USA |
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Argumentation and Reasoning • Cognition and Metacognition • Community Learning • Design-Based Research • Designing Learning Environments • Dialog Analysis • Disciplinary Learning • Education Policy • Professional Learning • Self-Regulated Learning • Technology-Enhanced Learning |
| Northwestern University |
Evanston, IL, USA |
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Collaborative Learning • Designing Learning Environments • Education Policy • Learning in Formal Contexts • Learning in Informal Contexts • Social Contexts • Technology-Enhanced Learning |
| Open University of the Netherlands |
Heerlen, The Netherlands |
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Design-Based Research • Designing Learning Environments; Technology-Enhanced Learning |
| Penn State University |
University Park, PA, USA |
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Cognition and Metacognition • Constructionism • CSCL • Designing Learning Environments • Digital Media • Disciplinary Learning • Learning in Formal Contexts • Learning in Informal Contexts • Motivation • Technology-Enhanced Learning |
| Pontificia Universidad Católica del Perú |
Lima, Peru |
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Design-based research • Games & learning • Technology & education |
| Ruhr University Bochum |
Bochum, Germany |
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Collaborative Learning • CSCL • Inquiry Learning • Knowledge Building • Social Contexts |
| Rutgers University |
New Brunswick, NJ, USA |
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Argumentation and Reasoning • Cognition and Metacognition • Collaborative Learning • Complex Systems • Disciplinary Learning • Inquiry Learning • Motivation |
| Saarland University |
Saarbrücken, Germany |
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Argumentation and Reasoning • Collaborative Learning • CSCL • Dialog Analysis • Discourse Analysis • Equity and Diversity • Social Contexts |
| Simon Fraser University |
Burnaby, BC, Canada |
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Designing Learning Environments • Technology-Enhanced Learning |
| Stanford University |
Stanford, CA, USA |
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Collaborative Learning • CSCL • Design-Based Research • Digital Media • Disciplinary Learning • Embodied Learning • Learning Analytics • Technology-Enhanced Learning |
| University at Buffalo - The State University of New York |
Buffalo, NY, USA |
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Collaborative Learning • Discourse Analysis • Disciplinary Learning • Learning Analytics • Technology-Enhanced Learning |
| University of Calgary |
Calgary, AB, Canada |
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Artificial Intelligence • Complex Systems • Design-Based Research • Designing Learning Environments • Digital Media • Disciplinary Learning • Equity and Diversity • Self-Regulated Learning • Technology-Enhanced Learning • Teacher Education |
| University of California, Berkeley |
Berkeley, CA, USA |
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Cognition and Metacognition • Design-Based Research • Disciplinary Learning • Inquiry Learning • Learning Analytics • Technology-Enhanced Learning |
| University of California, Los Angeles |
Los Angeles, CA, USA |
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Community Learning • Design-Based Research • Designing Learning Environments • Disciplinary Learning • Social Contexts • Equity and Diversity • Technology-Enhanced Learning |
| University of Gothenburg |
Gothenburg, Sweden |
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Dialog Analysis • Digtal Media • Discourse Analysis • Professional Learning • Social Contexts • Technology-Enhanced Learning • Video Analysis |
| University of Haifa |
Haifa, Israel |
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Cognition and Metacognition • Collaborative Learning • CSCL • Design-Based Research • Disciplinary Learning • Social Contexts |
| University of Hong Kong |
Hong Kong |
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| University of Illinois at Chicago |
Chicago, IL, USA |
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Assessment • Community Learning • Design-Based Research • Designing Learning Environments • Disciplinary Learning • Discourse Analysis • Learning in Informal Contexts • Professional Learning • Representation and Visualization • Scaffolding • Technology-Enhanced Learning |
| University of Illinois at Urbana-Champaign |
Urbana and Champaign, IL, USA |
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Collaborative Learning • CSCL • Digital Media • Embodied Learning • Emotions • Learning in Informal Contexts • Social Contexts • Technology-Enhanced Learning |
| University of Munich (LMU) |
Munich, Germany |
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Cognition and Metacognition • Collaborative Learning • CSCL • Designing Learning Environments • Emotion • Neuroscience • Scaffolding • Technology-Enhanced Learning |
| University of New Mexico |
Albuquerque, NM, USA |
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CSCL • Design-Based Research • Designing Learning Environments • Digital Media • Professional Learning • Scaffolding |
| University of North Carolina at Chapel Hill |
Chapel Hill, NC, USA |
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Cognition and Metacognition • Disciplinary Learning • Quantitative Research Methods • Technology-Enhanced Learning |
| University of Nottingham |
Nottingham, UK |
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Collaborative Learning • CSCL • Digital Media • Representation and Visualization • Scaffolding • Technology-Enhanced Learning |
| University of Oulu |
Oulu, Finland |
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Collaborative Learning • Creativity • CSCL • Emotion • Expertise • Motivation • Professional Learning • Self-Regulated Learning |
| University of Pennsylvania |
Philadelphia, PA, USA |
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Complex Systems • Constructionism • Designing Learning Environments • Digital Media • Disciplinary Learning • Knowledge Building • Learning in Formal Contexts • Learning in Informal Contexts • Technology-Enhanced Learning |
| University of Pittsburg |
Pittsburgh, PA, USA |
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Argumenation and Reasoning • Artificial Intelligence • Cognition and Metacognition • Collaborative Learning • Community Learning • Creativity • Design-Based Research • Designing Learning Environments • Digital Media • Disciplinary Learning • Learning in Informal Contexts • Motivation • Neuroscience • Professional Learning • Technology-Enhanced Learning |
| University of Sydney |
Sydney, Australia |
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Collaborative Learning • CSCL • Designing Learning Environments • Digital Media • Disciplinary Learning • Inquiry Learning • Professional Learning • Technology-Enhanced Learning |
| University of Toronto |
Toronto, ON, Canada |
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Collaborative Learning • Designing Learning Environments • Embodied Learning • Knowledge Building • Social Contexts • Technology-Enhanced Learning |
| University of Turku |
Turku, Finland |
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Cognition and Metacognition • Designing Learning Environments • Disciplinary Learning • Motivation • Teacher Education • Technology-Enhanced Learning |
| University of Washington |
Seattle, WA, USA |
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Design-Based Research • Disciplinary Learning • Equity and Diversity • Ethnography • Learning in Formal Contexts • Learning in Informal Contexts • Situated Cognition • Social Contexts |
| University of Wisconsin-Madison |
Madison, WI, USA |
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Digital Media • Disciplinary Learning • Embodied Learning • Representation and Visualization |
| Utah State University |
Logan, UT, USA |
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Artificial Intelligence • Creativity • Digital Media • Problem-Based Learning • Scaffolding • Technology-Enhanced Learning |
