Pre-conference Workshops

Conference Overview

Conference At-A-Glance

Program · Pre-conference Workshops · Doctoral Consortium · Early Career Workshop

Conference Proceedings



Please note: Workshops 1, 2, 3, 6, 7, and 9 are still accepting applications on a limited basis. If you are interested in attending any of these workshops, please send an e-mail to the appropriate workshop contact person listed below.


The ICLS 2010 Pre-conference Workshops provide forums for small groups of researchers and practitioners (15-30 people) to engage in a focused exchange of ideas around topics of mutual interest. Workshops serve as an excellent introduction to the main conference for both new and returning ICLS attendees, offering opportunities to meet new people, work with old friends, and build collaborative partnerships. Workshops offer the chance for genuine “give and take” among participants in informal and supportive settings.

The ICLS 2010 Workshops will be held on Monday, June 28 (full-day and half-day workshops) and Tuesday morning, June 29 (half-day workshops), immediately preceding the ICLS 2010 conference. Morning workshops run from 9:00 AM until 12:30 PM; afternoon workshops run from 2:00 PM until 5:30 PM.

Workshop attendance requires an additional fee to cover A/V and technology charges, coffee breaks, and materials. Half-day workshop participants (workshops 7-9) will be charged $50 and full-day (2-6) workshop participants will be charged $100. Workshop 1 participants (one and half days) will be charged $150.

Most workshops include an application and review process for prospective participants. Workshop applications are submitted directly to the workshop organizers, not the ICLS Workshops Co-Chairs. Applications to attend workshops are due by March 15, 2010, and applicants will be informed of participation decisions by March 30, 2010. Please visit the individual workshop web sites or contact the organizers for more information.

We are pleased to announce a diverse and rich set of ICLS 2010 Pre-conference Workshops:

Day-and-a-Half Workshops

  1. Productive multivocality in the analysis of collaborative learning

Full Day Workshops

  1. Three perspectives on technology support in inquiry learning: Personal inquiry, mobile collaboratories and emerging learning objects
  2. It’s about time: Purpose, methods and challenges of temporal analyses of multiple data streams
  3. Analyzing Knowledge Sharing and Knowledge Co-Construction [Cancelled]
  4. Engineering Learning
  5. Collaborative learning with interactive surfaces: An interdisciplinary agenda

Half-Day Workshops

  1. Intelligent support for exploratory environments: Striking a balance between free and guided exploration
  2. Growing the Learning Sciences: Brand or Big Tent? Implications for graduate education
  3. Hands-on introduction to creating intelligent tutoring systems without programming using the Cognitive Tutor Authoring Tools


Workshop 1 · 

Productive multivocality in the analysis of collaborative learning

Monday, June 28, 9:00AM – 5:30PM
Tuesday, June 29, 9:00AM – 12:30PM

Organizers
Nancy Law, University of Hong Kong
Kristine Lund, University of Lyon
Carolyn Rose, Carnegie Mellon University
Dan Suthers, University of Hawai‘i
Chris Teplovs, University of Toronto

Workshop overview
This workshop brings together researchers from diverse theoretical and methodological traditions who have a mutual interest in how productive discourse between these traditions can drive scientific progress in understanding and designing for collaborative learning. In this workshop, multiple analyses of shared datasets will be used as stimulus materials for participants to further explore the conditions for productive multivocality in the analysis of collaborative learning. The workshop will culminate in planning a book on the topic.

Audience
The target participants are researchers from the LS and CSCL communities interested in the analysis of collaborative learning interactions – including learning theorists, pedagogues, research methodologists and tool-builders. We will solicit datasets and draft analyses from participants to achieve a good balance of learning settings, theoretical orientations and methodologies. Participants not involved as data presenters or analysts may be assigned roles as discussants and meta-discussants to contribute to the workshop theme, or may participate as observers.

Submissions and questions
Workshop web site: http://engaged.hnlc.org/story_comments/list/14
Contact Kristine Lund and Dan Suthers for additional information.


Workshop 2 · 

Three perspectives on technology support in inquiry learning: Personal inquiry, mobile collaboratories and emerging learning objects

Monday, June 28, 9:00AM – 5:30PM

Organizers
Astrid Wichmann, University of Duisburg-Essen
Daniel Spikol, Linnaeus University
Stamatina Anastopoulo, University of Nottingham
Ulrich Hoppe, University of Duisburg-Essen
Marcelo Milrad, Linnaeus University
Roy Pea, Stanford University
Ton de Jong, University of Twente
Heidy Maldonado, Stanford University
Mike Sharples, University of Nottingham

Workshop overview
Our hands-on workshop convenes educational designers and learning technology architects to author inquiry learning activities and user experiences. Participants will use a scenario editor to design classroom and field activities based on pedagogical approaches such as personal inquiry. Designs will be implemented using modeling tools, mobile devices and inquiry management tools provided by the organizers. Participants will gain insight into new pedagogical and technological approaches for inquiry learning and discuss implications for their future work.

Audience
We invite researchers working in the fields of educational technology and science learning who are interested in designing and running activities in inquiry-based environments. Participants should ideally have experiences in designing or using software to support science classroom or outdoor learning activities. Sharing experiences before the workshop is considered crucial to safeguard successful fulfillment of the workshop aims and to tailor the workshop activities to the participants needs. Young researchers are especially encouraged to apply.

Submissions and questions
Workshop web site:http://icls2010workshop.collide.info
Contact Astrid Wichmann for additional information.


Workshop 3 · 

It’s about time: Purpose, methods and challenges of temporal analyses of multiple data streams

Monday, June 28, 9:00AM – 5:30PM

Organizers
Britte Haugan Cheng, SRI International
Inge Molenaar, University of Amsterdam
Ming Ming Chiu, State University of New York (SUNY), Buffalo
Vanessa Svihla, University of California, Berkeley
Alyssa Wise, Simon Fraser University
Vanessa Peters, University of Toronto
Katerina Zourou, University of Luxembourg

Workshop overview
Recent studies of learning have involved concurrent collection of multiple types of data (e.g., computer activity logs and online discussion) or have applied multi-dimensional coding, resulting in related data streams, which highlight the dynamic nature of learning and require analyses from a temporal perspective. This workshop will explore issues emerging from integrating data streams by identifying a set of analytic difficulties researchers face and illustrating the application of specific methods that address these challenges.

Audience
This workshop is tailored towards those interested in exploring multi-dimensional quantitative analysis of learning, conceptualized as inter-related processes occurring over time. More specifically, two groups might find this workshop particularly relevant: researchers who have completed some type of multi-dimensional coding of data (e.g., interaction analysis) and CSCL researchers with time-related data (e.g., chat and log files of actions), who wish to integrate these data analytically.

Submissions and questions
Workshop web site: http://www.encorewiki.org/x/qA0v
Contact Britte Haugan Cheng for additional information.


Workshop 4 · 

Analyzing Knowledge Sharing and Knowledge Co-Construction

Monday, June 28, 9:00AM – 5:30PM Cancelled

Organizers
Gerry Stahl, Drexel University
Carolyn P. Rosé, Carnegie Mellon University
Sean Goggins, Drexel University

Workshop overview
This daylong workshop brings together researchers from different sub-communities of the learning sciences, who have developed and applied coding schemes that can be used to identify and classify collaborative moves in small group discussions within or across disciplines. These sub-communities represent a spectrum of perspectives related to the packaging and status of knowledge within that process. At one end of the spectrum, researchers have assumed the knowledge is static but distributed among experts by discipline, and knowledge units are revealed and then organized within the conversations combining different expertise (producing shared knowledge). At the other end of the spectrum, researchers have assumed that knowledge is dynamic, and that knowledge itself is repackaged, transformed, constructed or emergent within the conversation (producing co-constructed knowledge). The workshop will present, compare and analyze a selection of coding schemes designed to capture these different perspectives on shared and co-constructed knowledge building. It will apply them to a common corpus from the discipline of mathematics in order to facilitate a productive exchange among research sub-communities.

Audience
The workshop will bring together researchers from the LS, CSCL and CKI communities; the workshop proposers are active participants in all of these and will personally solicit relevant participants. The workshop will include researchers who will present and explain coding schemes that they have developed and/or applied in their research. The authors of the schemes listed above will be personally invited to attend and present. In addition, researchers and graduate students interested in tools for the assessment of knowledge building will be welcome.

Submissions and questions
Workshop web site: http://ijcscl.org/wiki/ICLS2010Workshop
Contact Gerry Stahl for additional information.


Workshop 5 · 

Engineering Learning

Monday, June 28, 9:00AM – 5:30PM

Organizers
Aditya Johri, Virginia Tech
Barbara Olds, Colorado School of Mines

Workshop overview
This workshop will bring together scholars in the area of engineering education and learning sciences doing research on “engineering learning.” In recent years there has been a substantial rise in studies of learning with engineering as a disciplinary focus but there is a lack of a coherent overview of this work. This workshop aims to fill this. The final aim is to produce a short report that can form the basis for an edited volume.

Audience
The audience for the workshop will consist of scholars engaged in research on engineering learning. The audience pool will be diverse in terms of their area of interests and recruited through a combination of invitations and position papers submitted to the workshop organizers. Scholars in engineering education and learning sciences will be targeted for participation based on their past contribution to the field and/or potential for future to the workshop and resulting edited volume.

Submissions and questions
Workshop web site: http://www.engineeringlearning.org
Contact Aditya Johri for additional information.


Workshop 6 · 

Collaborative learning with interactive surfaces: An interdisciplinary agenda

Monday, June 28, 9:00AM – 5:30PM

Organizers
Michael A. Evans, Virginia Tech
Jochen Rick, Open University

Workshop overview
Because they allow multiple users to interact concurrently, new interactive surfaces (tabletops, whiteboards, etc.) have an unprecedented potential to support co-located collaborative learning. As commercial hardware becomes available and software tools mature, research on these technologies need no longer be confined to technologists. This workshop will familiarize participants with the current state of interactive surfaces, connect them with current leaders in the field, and prepare them for starting their own research.

Audience
The research space on collaborative learning with interactive surfaces is vast and still largely unexplored. To cover this space, the workshop will use the Open Space method to flexibly divide the workshop into smaller groups based on attendee interest. Thus, we can support participants from diverse backgrounds (educators, instructional designers, psychologists, ethnographers, computer scientists, etc.) and diverse interests (laboratory studies, classroom integration, museum use, etc.). All are welcome.

Submissions and questions
Workshop web site: http://shareitproject.org/26
Contact Michael Evans for additional information.


Workshop 7 · 

Striking a Balance Between Free and Guided Exploration - Conceptualizing Support in Exploratory Environments (ISEE'10)

Organizers
Ido Roll, University of British Columbia
Manolis Mavrikis, University of London
Sergio Gutiérrez Santos, University of London

Tuesday, June 29, 9:00AM – 12:30PM

Workshop overview
Exploratory Learning Environments (ELE) are virtual environments that adhere to constructivist theories of learning emphasizing learner control. However, research suggests that lack of sufficient explicit support may undermine their effectiveness. Advanced technologies provide opportunities to supply learners with the right information at the right time. This workshop, 3rd in a series, focuses on striking a balance between free and guided exploration and provides a forum for conceptualizing and raising requirements for support in ELE.

Audience
This workshop gears towards researchers in the learning sciences who design, develop, and apply exploratory learning environments (such as simulations, virtual labs, or games) as well as those who evaluate their effectiveness and investigate students' learning processes. The workshop is of interest also to researchers in the intelligent tutoring systems (ITS) field, who seek ways to allow for more open interaction style while maintaining the advantages of intelligent support, such as effective and efficient learning.

Submissions and questions
Workshop web site:https://sites.google.com/a/lkl.ac.uk/isee/isee-10
Contact Ido Roll for additional information.


Workshop 8 · 

Growing the Learning Sciences: Brand or Big Tent? Implications for graduate education

Organizers
Mitchell J. Nathan, University of Wisconsin-Madison
Nikol Rummel, Ruhr-Universität Bochum, Germany
Kenneth E. Hay, Indiana University

Tuesday, June 29, 9:00AM – 12:30PM

Workshop overview
As the field of Learning Sciences matures and newly formed graduate programs self-identify as LS, several questions take on importance: Does LS have a common core? Should it? What are the ramifications for LS graduate programs? Participants will review common and varied approaches to LS graduate education from existing programs and explore the tensions within interdisciplinary education and trade-offs between adherence to a common core (maintaining an LS “brand”) or a broadly inclusive model (“big tent”).

Audience
The Learning Sciences are interdisciplinary, including fields such as educational psychology, curriculum and instruction, cognitive science, anthropology, and computer science. Therefore we expect participants from various backgrounds. This workshop is intended to particularly draw those scholars actively involved in the programming and running of LS graduate education programs, as well at to attract those considering starting new program in LS at their university or research institution. We will actively announce the workshop to LS groups.

Submissions and questions
Workshop web site: http://sites.google.com/site/futureofls/
Contact Mitchell Nathan for additional information.


Workshop 9 · 

Hands-on introduction to creating intelligent tutoring systems without programming using the Cognitive Tutor Authoring Tools

Organizers
Vincent Aleven, Carnegie Mellon University
Jonathan Sewall, Carnegie Mellon University

Tuesday, June 29, 9:00AM – 12:30PM

Workshop overview
Intelligent tutoring systems guide learners as they practice a complex cognitive skill. They have been shown to enhance learning in a range of domains, and are increasingly being used as platforms for learning science experiments. This workshop provides a hands-on tutorial introduction to building tutors using the freely available Cognitive Tutor Authoring Tools (CTAT). Using CTAT, authors can create a new type of tutors, example-tracing tutors, without programming. No background in computer science is required.

Audience
The workshop is meant especially for the following: (a) educational researchers wanting to use intelligent tutors as platform to explore hypotheses about learning or instruction, (b) instructors with minimal programming background or resources who wish to create on-line intelligent tutoring systems for their courses, and (c) researchers in educational technology wishing to get up to speed with example-tracing tutors, a relatively novel type of intelligent tutoring systems that can be built with CTAT, without programming.

Submissions and questions
Workshop web site: http://ctat.pact.cs.cmu.edu/index.php?id=icls-2010
Contact Vincent Aleven for additional information.