The field of the learning sciences is concerned with educational research from the dual perspectives of human cognition and computing technologies, and the application of this research in three integrated areas: *Design: Design of learning and teaching environments, tools, or media, including innovative curricula, multimedia, artificial intelligence, telecommunications technologies, visualization, modeling, and design theories and activity structures for supporting learning and teaching. *Cognition: Models of the structures and processes of learning and teaching by which knowledge, skills, and understanding are developed, including the psychological foundations of the field, learning in content areas, professional learning, and the study of learning enabled by tools or social structures. *Social Context: The social, organizational, and cultural dynamics of learning and teaching across the range of formal and informal settings, including schools, museums, homes, families, and professional settings. Investigations in the learning sciences approach these issues from an interdisciplinary stance combining the traditional disciplines of computer science, cognitive science, and education. This book documents the proceedings of the Fourth International Conference on the Learning Sciences (ICLS 2000), which brought together experts from academia, industry, and education to discuss the application of theoretical and empirical knowledge from learning sciences research to practice in K-12 or higher education, corporate training, and learning in the home or other informal settings.

Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning. This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments—whether classrooms or other contexts—and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes—each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it: Theoretical frameworks for video research; Video research on peer, family, and informal learning; Video research on classroom and teacher learning; and Video collaboratories and technological futures. Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching. Visit the Web site affiliated with this book: www.videoresearch.org

8 Challenges and Opportunities of Developing Digital Media Citizens -- III Looking Ahead: Implications for Design and Research -- 9 Creative Learning Ecologies by Design: Insights from the Digital Youth Network -- 10 Advancing Research on the Dynamics of Interest-Driven Learning -- 11 Scaling Up -- Notes -- References -- Index

The allure and marketplace power of digital technologies continues to hold sway over the field of education with billions spent annually on technology in the United States alone. Literacy instruction at all levels is influenced by these evolving and ever-changing tools. While this opens the door to innovations in literacy curricula, it also adds a pedagogical responsibility to operate within a well-developed conceptual framework to ensure instruction is complemented or augmented by technology and does not become secondary to it. The Handbook of Research on Integrating Digital Technology With Literacy Pedagogies is a comprehensive research publication that considers the integration of digital technologies in all levels of literacy instruction and prepares the reader for inevitable technological advancements and changes. Covering a wide range of topics such as augmented reality, literacy, and online games, this book is essential for educators, administrators, IT specialists, curriculum developers, instructional designers, teaching professionals, academicians, researchers, education stakeholders, and students.

This book constitutes the refereed conference proceedings of the 19th International Conference on Web-Based Learning, ICWL 2020, and 5th International Symposium on Emerging Technologies for Education, SETE 2020, held in Ningbo, China in October 2020. Together for the ICWL 2020 Conference and SETE 2020 Symposium 39 full papers were accepted together with 31 short papers out of 233 submissions. The papers focus on the following subjects: Semantic Web for E-Learning, through Learning Analytics, Computer-Supported Collaborative Learning, Assessment, Pedagogical Issues, E-learning Platforms, and Tools, to Mobile Learning and much more.

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

Participatory Design is a field of research and design that actively engages stakeholders in the processes of design in order to better conceptualize and create tools, environments, and systems that serve those stakeholders. In Participatory Design for Learning: Perspectives from Practice and Research, contributors from across the fields of the learning sciences and design articulate an inclusive practice and begin the process of shaping guidelines for such collaborative involvement. Drawing from a wide range of examples and perspectives, this book explores how participatory design can contribute to the development, implementation, and sustainability of learning innovations. Written for scholars and students, Participatory Design for Learning: Perspectives from Practice and Research develops and draws attention to practices that are relevant to the facilitation of effective educational environments and learning technologies.

This book covers the topics such as online learning methodologies, case studies, new technologies in learning (such as virtual reality, augmented reality, holograms, and artificial intelligence), adaptive learning, and project-based learning. New technologies provide us with new opportunities to create new learning experiences, leveraging research from a variety of disciplines along with imagination and creativity. The Learning Ideas Conference was created to bring researchers, practitioners, and others together to discuss, innovate, and create. The Learning Ideas Conference 2021 was the 14th annual conference and the first under its new name (following on its predecessors, the International Conference on E-Learning in the Workplace and the International Conference on Interactive Collaborative and Blended Learning). The conference was held online from June 14-18, 2021, and included two special tracks: The ALICE (Adaptive Learning via Interactive, Collaborative and Emotional Approaches) Special Track and a track entitled Building a University of Tomorrow, from the Xi'an Jiaotong-Liverpool University (XJTLU) in China. The papers included in this book may be of interest to researchers in pedagogy and learning theory, university faculty members and administrators, learning and development specialists, user experience designers, and others.

This volume constitutes the refereed proceedings of the 5th International Conference of the Immersive Learning Network, iLRN 2019, held in London, UK, in June 2019. The 18 revised full papers and presented in this volume were carefully reviewed and selected from 60 submissions. The papers are organized in topical sections on science, technology, engineering, and mathematics (STEM); disciplinary applications: special education; disciplinary applications: history; pedagogical strategies; immersion and presence.