The Best Paper Published in JLS Awards for 2017 were announced on June 27, at the closing of ICLS. There were two $500-awards in this inaugural year. Congratulations to all the authors! Both papers are open-access till the end of August.
Chi, M. T. H., Kang, S. & and Yagmourian, D. (2017). “Why students learn more from dialogue than monologue videos: Analyses of peer interactions”. JLS, 26 (1), 10-50. https://doi.org/10.1080/10508406.2016.1204546
Computer-Based Learning in Context is a new completely and permanently free and open-access journal for rigorous scientific research on computer-based learning in context. We are particularly interested in how learners’ contexts impact their interactions, within as well as around computer-based learning, and how those differences in interaction impact learning, long-term learner outcomes, and educational effectiveness.
CBLC is interested in these themes writ large:
The REASON doctoral school invites young researchers to its 2019 Interdisciplinary Winter School to discuss how evidence-based argumentation can be advanced across different populations and disciplines. The event will take place from February 18th to February 20th, 2019 at the TUM School of Education in Marsstraße 20-22, 80335 München.
In our editorial in 2017 we noted that JLS had completed 25 years of publication. In that period it has been a consistently high-performing journal, and one of the flagship journals for the field of the learning sciences.
We are excited to announce that, beginning with volume 26 (2017), we have a created a new feature: the annual Best Paper Published in JLS Award. The award recognises exceptional scholarship and contributions made to the field of the learning sciences via JLS, and permits reflection on the state of scholarship in the field beyond what is possible during the peer review process. Candidates for the award are nominated by the editors and associate editors, and the winner is selected by an external panel of distinguished learning scientists.
Part of JLS's social media strategy, we have begun to organise webinars in which an author discusses a new paper with a panel and audience. We've had 2 so far, and they have both been very engaging conversations! It is a great way to have a conversation about your new paper with some of the people you think need to know about it. We record the video (and edit it for length if necessary) and make it available here, so this is a good resource that can be used with the article, for example if you use it in a course. Seeing seasoned scholars discuss a research article can be a great learning experience for graduate students.
In the most recent webinar, Kevin O'Neill discussed his thought provoking Reports and Reflections article with Rogers Hall,Brian K. Smith and Josh Radinsky. O'Neill looked at big "failures" in modern architecture and urban design to see what we can learn from them for design research. In doing so, he makes a distinction between "designing for the future", that is, designing interventions that address conditions that we can reasonably expect to last, and "deigning the future", where one tries to create a new educational reality. The webinar especially explored faulty predictions and the unintended consequences of designs. Want to know more about what the picture shown here has to do with design research? Watch the full webinar video here.
Issue 27 (2) is out!
Just in time for your reading during AERA.
On June 23 and 24th, the International Society of the Learning Sciences will proudly host its annual Doctoral Consortium (Chaired by Carolyn Rose, Ben du Boulay, and Jun Oshima) and Early Career Workshop (Chaired by Erica Halverson, Rich Halverson and Eduardo Guzmán). These annual workshops are valuable as networking and mentoring opportunities in our community. We are grateful for funding from the ISLS and from the National Science Foundation in the US for funding to support these important workshops.
Both workshops have recently completed their review process. Between the two workshops, we received over a hundred applications this year. Overall, we were only able to accept 22 applications, 10 for the Doctoral Consortium and 12 for the Early Career Workshop. In our review process, we kept an eye toward accepting applications that were at an appropriate stage to benefit from the workshop while also showing a spark that demonstrates particular promise. At the same time, we balanced for representation across regions and disciplines.
In the last issue of 2017 we announced the 2017 winners of Journal of the Learning Sciences Reviewer of the Year Awards:
For these awards, we will make a change form previous years. The awards will be presented at the opening session of ICLS 2018 in London. A letter will also be sent to their Dean.
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We are pleased to invite nominations for the 2018 cohort of the International Society of the Learning Sciences (ISLS) Fellows.
The International Society of the Learning Sciences (ISLS) Fellows program has three main goals:
Up to now, a multitude of videos and materials have been created and uploaded to the NAPLeS homepage. They represent great resources for many researchers and educators internationally. Still, the videos require advanced English language skills, implying a language barrier for many non-native speakers.
In an effort to make the NAPLeS videos more accessible to non-English speakers, we just uploaded a number of new NAPLeS Videos with German subtitles.
Workshop website: http://wits.alliancelss.com
As part of an effort to engage scholars from around the globe in advancing the Learning Sciences, the First Workshop of the International Society of the Learning Sciences to take place in Africa will be February 12-13, 2018. The location of this meeting is University of the Witwatersrand, Johannesburg in South Africa. Please see the link to this workshop for more information about speakers and the program for the workshop.
We welcome the Learning Sciences Doctorate Program from the Boğaziçi University in Bebek/Istanbul, Turkey. The university offers a new Learning Sciences Program on the PhD level, the "Learning Sciences Doctorate Program".
More information about this program and the other NAPLeS Doctoral and Master’s programs from 36 universities worldwide can be found on the NAPLeS Programs page.
For the past few years, ISLS has taken an active leadership role in bridge building among other societies with overlapping missions. This effort has lead to the founding of a bridging organization called The International Alliance to Advance Learning in the Digital Era (IAALDE). The goal is to facilitate partnership among societies rather than competition. We can accomplish more if we can both foster the diversity among these societies while working together in unity. See more at the IAALDE website: http://www.alliancelss.com/.
LMU Munich offers the international doctoral school “Scientific Reasoning and Argumentation” (REASON). REASON brings together more than 30 PhD candidates and professors from various academic disciplines (psychology, educational science, mathematics education, biology education, medical education, computer science, social work) who share a research interest in studying aspects of scientific reasoning and argumentation.
From March 5th to March 7th, 2018 the REASON doctoral school will host the International Spring School on “Advances in Measuring Scientific Reasoning and Argumentation” at LMU Munich. The program of the Spring School includes keynote speeches, workshops and a symposium led by external experts, poster presentations of the accepted PhD candidates, and social networking events.
We welcome the doctoral and master’s programs that are related to Learning Sciences from the University of Turku, Finland. The university offers the "Master’s Degree Programme in Learning, Learning Environments and Educational Systems (LLEES)" and the "Doctoral Programme on Learning, Teaching and Environments Research". NAPLeS now consists of Masters’ and Doctoral programs from 35 universities located in North America, Europe, Asia, and Australia.
We welcome the doctoral and master’s programs from the University of Calgary, Alberta, Canada. The university offers one Master’s program and one Doctoral program with Learning Sciences specialization. NAPLeS now consists of Masters’ and Doctoral programs from 34 universities located in North America, Europe, Asia, and Australia.
The two flagship journals of the International Society of the Learning Sciences would like to share a few updates.
First, the Journal of the Learning Sciences continues its strong performance, with impact factors continuing to be near or above the 90th percentile in Education and Educational Research for the last 20 years. The journal recently completed the transition to new editors, Susan Yoon and Jan van Aalst. Manuscript decision times have improved! The new editorial team has increased efficiencies so as to reduce decision times to less than 3 months for more than half of the submissions. New submissions that take longer are getting decisions within 5 months. The editors are working hard to make further improvements and improve the publication process. Please note that the changes in the Instructions to Authors announced in January are now in effect. Follow and retweet announcements from Journal of the Learning Sciences on Twitter at @JLearnSciences.
The International Society of the Learning Sciences is pleased to announce the creation of the ISLS Fellows program. An endeavor begun years ago by the Awards committee and approved by the Board of Directors, the ISLS Fellows program recognizes those who have made major contributions to the field of the Learning Sciences since its inception nearly three decades ago. These individuals are each highly accomplished scholars and community members who will continue to serve in critical roles for the society in the future through their continued leadership and mentorship activities. The formal announcement took place on June 22, 2017 at the 2017 Computer-Supported Collaborative Learning (CSCL) conference in Philadelphia, one of two biennial academic research conferences sponsored by ISLS. The next society conference is the International Conference of the Learning Sciences, to take place in London during June of 2018.
The inaugural cohort of fellows consists of 18 distinguished learning scientists who have served previously as elected presidents of the society, editors of the two flagship journals (Journal of the Learning Sciences and International Journal of Computer-Supported Collaborative Learning), and founders of the field. New fellows will be named in subsequent years through a selection committee consisting of existing ISLS fellows.
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