Pre-Conference Sessions
Doctoral Consortium
June 15th and 16th, Full Days 8:30am-5:00pm
8:00am Breakfast*
10:00-10:30am Morning Break
12:00-1:00pm Lunch*
3:00-3:30 Afternoon Break
*All meals are catered
Venue: Inn Wisconsin (East),
Memorial Union
800 Langdon St.
Madison, WI 53706
Chairs:
Heisawn Jeong, Hallym University, South Korea
Erica Halverson, University of Wisconsin-Madison,
Frank Fischer, Ludwig Maximilian University of Munich
Mentors:
Kim Gomez, University of California at Los Angeles
Eleni Kyza, Cyprus University of Technology
Marcia Linn, University of California at Berkeley
Participants:
Karlyn Adams-Wiggins, Rutgers University
Amanda E. Cravens, Stanford University
Alexandra L. Funk, Ruhr-University Bochum
Mario Gielen, Ghent University
Jeremiah Holden, University of Wisconsin-Madison
Iris Howley, Carnegie Mellon University
Fadoua Ouamani, Université de Manouba
Claire Polo, Laboratoire ICAR
Jessica Roberts, University of Illinois at Chicago
Sdenka Z. Salas-Pilco, The University of Hong Kong
Alexander Scholvien, University of Duisburg-Essen
Brian Slattery, University of Illinois at Chicago
Mike Tissenbaum, University of Toronto
Michiel Voet, Ghent University
Freydis Vogel, University of Munich (LMU)
Jennifer L. Weible, Penn State University
Pippa Yeoman, University of Sydney
Early Career Workshop
June 15th and 16th, Full Days 8:30am-5:00pm
8:00am Breakfast*
10:00-10:30am Morning Break
12:00-1:00pm Lunch*
3:00-3:30 Afternoon Break
*All meals are catered
Venue: Old Madison (East),
Memorial Union
800 Langdon St.
Madison, WI 53706
Chairs:
Kristine Lund, CNRS, University of Lyon, France
Iris Tabak, Education Department, Ben-Gurion University, Beer Sheva, Israel
Carolyn P. Rosé, Language Technologies Institute and Human-Computer
Interaction Institute, Carnegie Mellon University, Pittsburgh, USA
Mentors:
Kate Bielaczyc, Department of Education, Clark University, USA
Louis Gomez, University of California-Los Angeles, USA
Janet Kolodner, Georgia Institute of Technology/National Science Foundationrian
Timothy Koschmann, Southern Illinois University, USA
Nancy Law, University of Hong Kong
Armin Weinberger, Saarland University, Saarbrücken, Germany
Participants (Please click on participant name to access their ECW submission PDF):
Betsy DiSalvo, Georgia Institute of Technology
Sean Duncan, Indiana University
Deborah Fields, Utah State University
Mi Song Kim, Nanyang Technological University
Crystle Martin, University of California, Irvine
Camillia Matuk, University of California, Berkeley
Omid Noroozi, Wageningen University
Luis P. Prieto, Universidad de Valladolid
Beat Schwendimann, University of Sydney
Carmen Smith, University of Vermont
Pre-Conference Workshops and Tutorials
Full day workshops will be held on
June 15 and half day workshops will be on June 16.
All full day workshops will have the following schedule:
8:00am Breakfast*
10:00-10:30am Morning Break
12:00-1:00pm Lunch*
3:00-3:30 Afternoon Break
*All meals are catered
All half day workshops will have the following schedule:
8:00am Breakfast*
10:00-10:30am Morning Break
*All meals are catered
You may select from
the following 9 workshops:
1. Across Levels of Learning: How Resources Connect Levels of Analysis
June 15th, Full Day 8:30am-5:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Gerry Stahl, Drexel University, Philadelphia, USA
Heisawn Jeong, Hallym University, South Korea
Sten Ludvigsen, University of Oslo, Norway
R. Keith Sawyer, Washington University in St. Louis, USA
Daniel D. Suthers, University of Hawaii, USA
Abstract: CSCL research
typically involves processes at the individual, small-group and
community units of analysis. However, CSCL analyses generally each
focus on only one of these units, even in multi-method approaches.
Moreover, there is little data-based analysis of how the three levels
are connected, although it is clear that such connections are crucially
important to understanding learning in CSCL contexts. This workshop
will explore one possible way of doing research about how the levels of
individual learning, group cognition and community knowledge building
are connected: through a focus on emergent interactional resources,
which can mediate between the levels.
Call for Participation
2. From Data Sharing to Data Mining: A
Collaborative Project to Create Cyber-Infrastructure to Support and
Improve Design Based Research in the Learning Sciences
June 15th, Full Day 8:30am-5:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Alan J. Hackbarth, University of Wisconsin Colleges, USA
Sharon J. Derry, University of
North Carolina – Chapel Hill, USA
Sadhana Puntambekar,
University of Wisconsin - Madison, USA
Abstract: The
organizers of this workshop have been awarded an NSF grant to assemble
a select team of researchers to collaborate on the design and beta
testing of a web-based infrastructure to support design-based research
(DBR) in the Learning Sciences. We anticipate this project will
synthesize current work in DBR methodology with work in areas such as
information visualization, machine learning, learning analytics, and
online data mining. A goal of this project is to encourage and support
engagement by multiple researchers in working toward answers to
important theory-driven research questions for DBR, moving our field
toward a “bigger science” research approach. Our strategy is to bring
researchers together to invent a system for supporting DBR that would
be sufficiently structured and standardized to facilitate data sharing
and collaboration, sufficiently flexible to allow researcher-users to
employ a variety of analytical approaches, and sufficiently robust to
support DBR research in many types of settings.
We intend to invite participants with expertise in at least
one of the areas of research critical to this project to participate in
the pre-conference workshop for CSCL 2013 to discuss this project and
consider what level of long-term participation they might be willing to
commit. We will also invite select members to nominate others that they
feel should be members of our core team.
Members of the core team may state their preferences for
different levels of workshop participation. Some participants will be
invited to present research that is directly applicable to the project.
Others may engage as participants and volunteer to take an ad hoc
leadership role during the meeting, for example volunteer to lead
sub-group discussions or present results from such discussions. Still
others may listen and provide input to the discussion with the goal of
helping us move the design project forward and perhaps participating as
a beta tester.
Call for Participation
3. Human-Computer Interaction and the
Learning Sciences
June 15th, Full Day 8:30am-5:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Jochen "Jeff" Rick,
Saarland University, Germany
Michael Horn, Northwestern University, USA
Roberto Martinez-Maldonado ,
University of Sydney, Australia
Abstract: Both
Human-Computer Interaction (HCI) and the Learning
Sciences (LS) are active research communities with established
practices, core values and a substantial body of literature. As both
concentrate on using computing technologies to support people, there is
a natural overlap; however, the learning sciences are not simply HCI
applied to the domain of learning. The practices, traditions and values
are substantially different. This workshop explores the relationship
between the two disciplines and how it can be improved. The workshop
seeks broad participation: HCI researchers interested in LS, LS
researchers interested in HCI and interdisciplinary researchers.
Call for Participation
4. Measuring Collaborative Thinking Using
Epistemic Network Analysis
June 15th, Full Day 8:30am-5:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
David Williamson Shaffer,
University of Wisconsin-Madison
Chandra Orrill, University of
Massachusetts Dartmouth
Golnaz Arastoopour, University
of Wisconsin-Madison
Abstract: Learning in the 21st
century means thinking in complex and collaborative ways that are
situated in a real world context. In this workshop we propose to
convene a community of researchers who are examining (or interested in
examining) complex thinking in communities of practice using epistemic
network analysis (ENA). Originally designed to assess epistemic
frames—collections of skills, knowledge, identities, values, and ways
of making decisions—in virtual game environments, ENA is now being used
more generally to quantify the structure of connections that constitute
complex thinking as they manifest in discourse. Patterns of connections
between elements of discourse are one important feature of action in
any domain, and ENA can help researchers quantify and visualize the
development of such connections over time. The goal of this
pre-conference workshop is to explore the usage of ENA in a diverse
array of domains, including log files, video game data, classroom
teacher discourse, interview transcripts, and neuroscience imaging. We
propose to (1) introduce new users to this method, (2) provide further
training and insight for those already using ENA, and (3) develop a
broader community of users and, as a result, create opportunities for
the advancement and improvement of ENA. Currently, we have ten
researchers from ten institutions interested in using ENA with their
collected data, and we propose a workshop with a total of 20
participants, including current ENA users and those interested in
learning more about the technique.
Call for Participation
5. DUET 2013: Dual Eye Tracking in CSCL
June 15th, Full Day 8:30am-5:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Patrick Jermann, Ecole
Polytechnique Fédérale de Lausanne, Switzerland
Roman Bednarik, University of
Eastern Finland, Finland
Darren Gergle, Northwestern
University, USA
Pierre Dillenbourg, Ecole
Polytechnique Fédérale de Lausanne, Switzerland
Abstract: Dual eye-tracking (DUET) is a promising
methodology to study
and support collaborative work. The method consists of simultaneously
recording the gaze of two collaborators working on a common task. The
main themes addressed in the workshop are eye-tracking methodology (how
to translate gaze measures into descriptions of joint action, how to
measure and model gaze alignment between collaborators, how to include
gaze in multimodal interaction models, how to address task specificity
inherent to eye-tracking data), empirical studies involving dual eye
tracking and more generally future applications of dual eye-tracking in
CSCL. The DUET 2013 workshop is a follow-up to DUET 2011 held at ECSCW
conference and DUET 2012 held at the CSCW 2012 conference and will
bring together scholars who currently develop the approach as well as a
larger audience interested in applications of eye-tracking in
collaborative situations. The workshop format will combine paper and
poster presentations, as well as a small-group design session.
Call for Participation
6. Designing for Distributed Regulatory
Processes in CSCL
June 16th, Half Day 8:30am-12:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Elizabeth S. Charles, Dawson College, Canada
Mariel Miller, University of Victoria, Canada
Roger Azevedo, McGill University, Montreal, Canada
Allyson Hadwin, University of Victoria, Victoria, Canada
Susanne Lajoie, McGill University, Montreal, Canada
Abstract: Regulatory processes are
powerful mediators of learning. Historically, models portrayed
self-regulated learning (SRL) as an individual, cognitive-constructive
activity (e.g., Winne, 1997; Zimmerman, 1989) focusing on individual
regulatory processes and outcomes in solo tasks. The ubiquity of CSCL,
both online and face-to-face, however, means extending focus to explore
how individuals and groups regulate their engagement in joint tasks in
a situated context leading towards commonly shared goals. Recent work
by several scholars in the field of SRL have begun to tackle this
topic: e.g., socially shared regulation (Hadwin, Jarvela & Miller,
2011); team-regulation (Lajoie & Lu, 2012); externally-regulated
(Johnson, Azevedo, & D’Mello, 2011); or collective regulation.
Reframing regulatory processes as social, thereby moving away from a
singular focus on the self to the self with others, and possibility
between selves and non-human entities (e.g., artificial agents),
foregrounds many substantive questions. In particular, it raises
conceptual and methodological issues – how do we study the individual
and the collective? – as well as philosophical issues – what models of
learning best represent the shift to social regulatory processes?
This workshop will bring
together SRL and interactional approaches to begin a serious discussion
of challenges involved in studying these phenomena and analyzing
regulation across the individual to social levels. Whether one views
regulation from a socio-cognitive perspective as influenced by
environmental context, from a socio-cultural perspective as
appropriated through participation, or as situated in social activity
systems, to understand regulation, one needs to know something about
social context and/or interplay (Schunk & Zimmerman, 1997; Volet,
Summers, & Thurman, 2009).
Call for Participation
7. Computer-Supported Collaborative Learning at Work:
CSCL@Work -- Bridging Learning and Work
June 16th, Half Day 8:30am-12:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Sean Goggins, Drexel
University, USA
Isa Jahnke, Umeå University,
Sweden
Thomas Hermann, Bochum
University, Germany
Abstract: We propose an interdisciplinary workshop
to explore principles of computer- supported collaborative learning in
work settings. The workshop’s theme is, simply CSCL at work. Our first
workshop at ACM Group 2010, the 2nd at ACM Group 2012, and the
resulting book, raise an important set of issues and potentials for
research, but does not solve the thorny and controversial issues. This
workshop will be focused on for making progress on the identified
issues. The CSCL@Work workshop is a half-day workshop devoted to
sharing innovative approaches and discussing solutions aimed at
understanding, studying and designing ‘learning at work’ supported by
digital/mobile technologies. The CSCL conference is an ideal venue for
a workshop on this topic because the North American and European
communities who participate in the Learning Sciences include leading
members of the international CSCL communities. The workshops at ACM
group focused more on CSCW whereas this proposed workshop on CSCL2013
will include CSCL researchers. It will open with a situating
presentation. Then, participant questions and proposed solutions will
aim at the issues we have raised and begun to recognize. We focus on
working groups, an approach, which supports knowledge building. To
participate in the workshop, discussants will be asked for a position
paper of up to 2 pages in standard CSCL conference format. Our edited
book will be made available to participants in advance, and selected
authors who will be present will provide overviews of their work and
perspective in an interleaved way with the more action oriented working
sessions.
Call for Participation
8. Educational Game Design - Prototyping
with purpose
June 16th, Half Day 8:30am-12:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Matt Gaydos, University of
Wisconsin-Madison, USA
Kurt Squire, Center for Games,
Learning & Society/University of Wisconsin-Madison, USA
Dennis Ramirez, Center for
Games, Learning & Society/University of Wisconsin-Madison, USA
Ryan Martinez, University of
Wisconsin-Madison, USA
Clem Samson-Samuel, Center for
Games, Learning & Society/University of Wisconsin-Madison, USA
Abstract: Used within
the video game industry, game design jams (time & thematically
constrained design events) have helped individuals explore content,
think systemically, and iteratively develop game concepts. Game design
jams have also been adapted for use in educational contexts to address
topics beyond game design education. Specifically, jams can help
accelerate the development of game-based research programs, encourage
interdisciplinary collaboration bridging content experts and game
designers and advance professional education development. In this
workshop, participants will take part in and learn to run their own
game jams. Organizers and participants will then review cases in which
game jams have been used previously and discuss new areas where game
jams might be integrated into education contexts. The goal of the
workshop is to 1) gain a better understanding of how to conduct rapid
game prototyping events (e.g., game jams) and 2) advance the discussion
around how games can be leveraged and integrated into educational
environments.
Call for Participation
9. Invited Workshop: How will Collaborative Problem Solving
be assessed at international scale?
June
16th, Half Day 8:30am-12:00pm
Venue: Education Building
1000 Bascom Mall
Madison, WI 53706
Organizers:
Chee-Kit Looi, NIE, Singapore
Pierre Dillenbourg, EPFL,
Switzerland
Abstract: This workshop
seeks to create awareness in the CSCL community of the international
efforts to assess Collaborative Problem Solving (CPS). There are at
least two well-known efforts in this area. First, OECD is planning to
include the assessment of CPS in PISA 2015. Second, there is the
initiative by ATC21s to assess how pairs of learners working
collaboratively solve a problem through digital tools. The workshop
speakers are scholars involved in defining the frameworks for
assessment and the competencies and skills to be assessed, as well as
designing the collaborative task items and the assessment methods. A
second goal is to collect feedback from the CSCL community about the
feasibility, design, implementation, validity and challenges of these
assessments. A third goal is to reflect on how countries, regions and
boards or ministries of education might prepare students to become
better collaborative problem solvers and learners.
Call for Participation
