Abstract
The cyberlearning community in the United States parallels EC-TEL in Europe; both research communities bring computer scientists and learning scientists together to design and study innovative learning technologies. We report on six design themes emerging across multiple US-based, NSF-funded cyberlearning projects, based on the analysis of a team of over a dozen researchers who worked together in 2016 and 2017 to create a more extensive “Cyberlearning Community Report”. This work is driving the need for new learning sciences in areas such as embodied cognition, identity, and affect, and requires advances in methods, such as multimodal analytics, and in computer science, such as in context-sensitive computing. By sharing this overview of US-based work with European colleagues at EC-TEL, we aim to foster international connections and stimulate mutual thinking about next steps in research as well as the potential to strengthen positive societal impacts.
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References
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Acknowledgements
We thank the authors of the Cyberlearning Community Report: June Ahn, Jodi Asbell-Clarke, Matthew Berland, Catherine Chase, Judith Fusco, Erica Halverson, Kemi Jona, Chad Lane, Emma Mercier, Tom Moher, Amy Ogan, Nichole Pinkard, Joseph Polman, Katie Headrick Taylor, Michelle Wilkerson, and Marcelo Worsley. This material is based in part upon work supported by the National Science Foundation under Grant No. IIS-1233722. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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Roschelle, J., Martin, W., Schank, P. (2017). Cyberlearning Community Report: Emerging Design Themes in US TEL. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_69
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DOI: https://doi.org/10.1007/978-3-319-66610-5_69
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