Check out the guest editors’ introduction to the special issue on “Situating Data Science: Exploring How Relationships to Data Shape Learning" https://youtu.be/KwpmoyYaXWk

What is pattern?

Choosing a research project

https://youtu.be/gyLXUsAgGyE

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Intro of ICAP framework https://youtu.be/uC-9lViDGL0

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In two ways, students built richer responses when using the everyday language sentence stems. First, they were more likely to interpret the text, as opposed to merely summarize it. Second, they were more likely to address the text’s negative tones, as opposed to falling into “happy ending” interpretive traps.

Asking kids about “theme” leads to superficial interpretations of literature. Ask them about worlds and attitudes instead, says a new study.

The study examined the literary responses of a diverse group of middle and high school students who read and made interpretations of a short story. Students were given different sentence stems to prompt their interpretations. One sentence stem used the literary term “theme,” as in “Some of my interpretations of themes in this story are .” A second stem used everyday language, such as: “Reading this story suggests that the world can be a place where.” A third stem prompted students to consider the positive or negative attitudes of the story.

New study by Julianne Turner et al.: Professional learning communities can be effective vehicles for teacher learning and instructional improvement, but little is known about how these changes occur.

Julianne C. Turner et al. studied professional learning communities as activity systems and chronicled their development under the leadership of teacher leaders over 2 years.

This is a thought-provoking webinar in which the authors (Jianwei Zhang & Mei-Hwa Chen) discussed this article with the four panelists - Keith Sawyer, Carol Chan, Chew-Lee Teo, and Kate Bielaczyc. Full video at https://youtu.be/VDajiY9U2lk

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David Gibson: Would a fundamental confusion arise if the word ‘epistemic’ was not used as much? It seems like there is a potential to devalue the term through overuse?

I’d like to be enlightened on this; if there is a good definition that all learning is ‘epistemic’ to the learner...then what is the alternative that would be called forth by dropping the term?

JLS Webinar："Co-Organizing the Collective Journey of Inquiry with Idea Thread Mapper"

Authors: Jianwei Zhang, Mei-Hwa Chen. Panel members: Keith Sawyer, Kate Bielaczyc, Carol Chan, Teo Chew Lee.

https://youtu.be/VDajiY9U2lk

Another piece by Dr Kevin O'Neil about DBR and lesson learned from architects and urban planners.

Read at https://doi.org/10.1080/10508406.2015.1094736

Building for the future VS Build for the future? Explore more in the video intro by the author. https://youtu.be/gAFq_SrYLlE

The Journal of the Learning Sciences hosted a webinar discussing this article. https://youtu.be/fm60Lp6mnhA Wacth this video to see comments from Dr. Rogers Hall, Dr. Brian Smith,Dr. Josh Radinsky and a scholarly discussion with Dr. Kevin O'Neill’.

future research

Read Yoon and Hmelo-Silver' s paper at https://doi.org/10.1080/10508406.2017.1279546

What Do Learning Scientists Do? A Survey of the ISLS Membership

"Akkerman and Bruining’s article, “Multilevel Boundary Crossing in a Professional Development School Partnership” (2016 Akkerman, S., & Bruining, T. (2016/this issue). Multi-level boundary crossing in a professional development school partnership, examines boundary crossing as a phenomenon at three levels of analysis: intrapersonal, interpersonal, and institutional.

Their case study uses an examination of a familiar educational context—school-university partnerships in the form of professional development schools (PDSs)—as an opportunity to deepen our understanding of boundary crossing. In particular, their analytical framework enables them to examine four modes of learning that are afforded by boundary crossing (identification, coordination, reflection, and transformation), which can occur at each of these three levels of analysis. This provides a rich and detailed view of learning opportunities in PDSs, both realized and missed. They highlight the unique role of brokers in terms of connecting across boundaries, and the ways a “chain of brokers” (p. 273) can experience, promote, and also impede each kind of learning at these three levels of analysis."<br> "Re-Envisioning Learning, Re-Engaging the Literature" https://doi.org/10.1080/10508406.2016.1167535

Thanks for pointing out this question.The "JrnalLearningSciences" group has been removed from the instruction and the annotation would be suggested to post on the "public" layer. (See revised slide 10)

What would be some instructional designs that helps students to make sense of the texts?

What might be the research, practise gaps they discover and how these gaps may inspire them to advance the development of the field?

Considering that 31% of master graduates are in the K-12 teachers or educational leaders and administrators, it would be interesting to see what would happen if they implement the learning theories into their classrooms and schools.

Why these two notes(note 9, note10) are excluded?

http://remikalir.com/projects/annotathon-dialogue-about-a-political-theory-of-learning/ http://educatorinnovator.org/annotate-collaborate-and-learn-with-marginal-syllabus-and-educator-innovator/