International Handbook of the Learning Sciences

International Handbook of the Learning Sciences- Front Cover
International Handbook of the Learning Sciences
Title Page
Copyright Page
Dedication
Contents
List of Contributors
Foreword
	Notes
Chapter 1: Introduction: Evolution of Research in the Learning Sciences
	Purposes
	Organization of the Handbook
	Themes and Trends for the Future
	Acknowledgments
	References
SECTION 1:
Historical Foundations and Theoretical Orientations
of the Learning Sciences
Chapter 2: A Short History of the Learning Sciences
	Seeds of Learning Sciences
	Early Learning Sciences (1980s–1990s)
	Institutionalization of Learning Sciences (1990s–2000s)
	Flowering of the Learning Sciences (2000s–present)
	Summing up: What Are the Learning Sciences Today and What Will They Be in the Future?
	Further Readings
	NAPLeS Resources
	References
Chapter 3: Epistemic Cognition and Epistemic Development
	Epistemic Cognition and the Learning Sciences
	Distinctive Features of Learning Sciences Approaches to Epistemic Cognition
	Learning Sciences Methodologies
	Comparisons with Other Disciplines: History in Contrast to Science
	Conclusion and Implications
	Further Readings
	NAPLeS Resources
	References
Chapter 4: Cognitive and Sociocultural Perspectives on Learning:
Tensions and Synergy in the Learning Sciences
	Introduction
	Core Theoretical Assumptions
	Tensions and Synergy in Theoretical Assumptions
	Data Collection and Methods
	Designing for Learning
	Conclusions
	Further Readings
	Note
	References
Chapter 5: Apprenticeship Learning
	Apprenticeship Learning: Defining Characteristics
	The Future of Apprenticeship Learning Research
	Further Readings
	NAPLeS Resources
	Acknowledgments
	References
Chapter 6: Expertise
	Cognitive Science Perspective on Expertise
	Expertise from Sociocultural and Situated Perspectives
	Conceptions of Teacher Expertise and Its Development
	Conclusions and Future Directions
	Further Readings
	References
Chapter 7: Cognitive Neuroscience Foundations for the Learning Sciences
	Introduction
	Neuroscience Methods
	The Neuroarchitecture of Cognition and Learning
	Case Study: Mathematical Thinking and Learning
	Challenges for Building Cognitive Neuroscience Foundations for the Learning Sciences
	Educational Neuromyths
	Conclusion
	Further Readings
	NAPLeS Resource
	References
Chapter 8: Embodied Cognition in Learning and Teaching: Action,
Observation, and Imagination
	Points of Contact with Cognitivist and Situated-Cognition Views
	Overview of the Chapter
	Action Matters for Cognition and Learning
	Implications for Key Topics in the Learning Sciences
	Assessment
	Conclusions
	Further Readings
	References
Chapter 9: Learning From Multiple Sources in a Digital Society
	Introduction
	An Integrative Model (Framework) for Multiple Source Comprehension and Information Problem Solving
	Sourcing Processes in Comprehension and Problem Solving
	Conclusions and Future Directions
	Further Readings
	NAPLeS Resources
	References
Chapter 10: Multiple Representations and Multimedia Learning
	Background
	Where Is Research on Multiple Representations Now?
	The Future
	Conclusion
	Further Readings
	NAPLeS Resources
	References
Chapter 11: Learning Within and Beyond the Disciplines
	Disciplinary Thinking and Learning
	Moving Beyond Disciplinary Learning
	A Challenging Future
	Further Readings
	NAPLeS Resources
	References
Chapter 12: Motivation, Engagement, and Interest: “In the End,
It Came Down to You and How You Think of the Problem”
	Working Definitions and Research
	Implications: Design Principles for Learning Informed by Motivation, Engagement, and Interest
	Acknowledgments
	Further Readings
	NAPLeS Resources
	References
Chapter 13: Contemporary Perspectives of Regulated Learning in Collaboration
	Introduction: Self-Regulated Learning Covers a Set of Critical 21st-Century Skills
	Defining the Concepts of SRL, CoRL, and SSRL, and Their Contributions to the Learning Sciences
	What Is Regulation in Learning, and What Is It Not?
	Prompting Metacognitive Awareness with Technologies
	Why Regulation of Learning Is Relevant to Learning Sciences
	Design Principles and Technological Tools for Supporting Regulated Learning
	Future Trends and Developments
	Further Readings
	NAPLeS Resources
	References
Chapter 14: Collective Knowledge Construction
	Defining Collective Knowledge Construction
	How Research on Collective Knowledge Construction Has Been Developing
	State of the Art
	Research Methods
	Future Trends and Developments
	Further Readings
	References
Chapter 15: Learning at Work: Social Practices and Units of Analysis
	Introduction
	Different Positions in Learning at Work
	Conclusion
	Further Readings
	NAPLeS Resources
	References
Chapter 16: Complex Systems and the Learning Sciences: Implications
for Learning, Theory, and Methodologies
	Why Students Need to Learn About Complex Systems
	What We Know About Student Understanding of Complex Systems
	Conceptual Frameworks for Building Curriculum and Instruction to Support Learning
	Tools and Interventions from the Learning Sciences
	Future Development and Growth for Learning Sciences Research
	Further Readings
	Note
	References
SECTION 2:
Learning Environments: Designing, Researching, Evaluating
Chapter 17: 4C/ID in the Context of Instructional Design and the Learning Sciences
	Introduction
	Background of the 4C/ID Model
	Description of the 4C/ID Model
	Future Developments
	Discussion
	Further Readings
	References
Chapter 18: Classroom Orchestration
	The Concept of Orchestration
	Study 1: Empowering Teachers (π2/π3)
	Study 2: Orchestration Load (π1/π2/π3)
	Study 3: Extracting Orchestration Graphs (π2/π3)
	Study 4: Plane Switching (π1/π2)
	Discussion
	Further Readings
	NAPLeS Resources
	References
Chapter 19: Research on Scaffolding in the Learning Sciences:
A Methodological Perspective
	Introduction
	Scaffolding in the Learning Sciences
	How Knowledge on Scaffolding Is Created in the Learning Sciences
	Conclusions and Future Directions
	Further Readings
	NAPLeS Resources
	References
Chapter 20: Example-Based Learning
	What Is Example-Based Learning?
	Why Is Example-Based Learning Effective?
	When and for Whom Is Example-Based Learning Effective?
	For What Kind of Tasks and Skills Is Example-Based Learning Suitable?
	What Should Be Considered When Designing Examples?
	How Can We Promote Active Learning from Examples?
	Summary and Conclusions
	Acknowledgment
	Further Readings
	NAPLeS Resources
	Note
	References
Chapter 21: Learning Through Problem Solving
	Productive Success and Failure: A Framework for Understanding Learning Through Problem Solving
	Research Methods and Findings in PBL and PF
	Designing for PBL and Productive Failure
	Technology in Learning Through Problem Solving
	Implications for the Learning Sciences
	Further Readings
	NAPLeS Resources
	References
Chapter 22: Inquiry Learning and Opportunities for Technology
	Historical Trends Culminating in Impact of Learning Sciences
	Modeling, Computational Thinking, and Inquiry
	Design and Inquiry
	Reflection, Guidance, and Inquiry
	Conclusions
	Acknowledgment
	Further Readings
	NAPLeS Resources
	References
Chapter 23: Supporting Informal STEM Learning with Technological Exhibits:
An Ecosystemic Approach
	Natural History Museums and Information-Delivery Exhibits
	Science Centers and Phenomenological Inquiry Exhibits
	Zoos and Aquaria and Affective Spectacle Exhibits
	Future Directions for Technology Integration
	Conclusion
	Further Readings
	References
Chapter 24: Intelligent Tutoring Systems
	Components of Intelligent Tutoring Systems
	Challenges, Limitations, and Future Directions
	Further Readings
	NAPLeS Resources
	References
Chapter 25: Simulations, Games, and Modeling Tools for Learning
	Introduction
	Technologies for Experiential and Inquiry Learning
	How Can We Make Experiential and Inquiry Learning Effective?
	Learning Sciences and Research Methods
	Future Developments
	Conclusion
	Acknowledgment
	Further Readings
	NAPLeS References
	References
Chapter 26: Supporting Teacher Learning Through Design, Technology,
and Open Educational Resources
	Introduction
	Conceptual Framing
	Two Models and Software Implementations
	Conclusion
	Acknowledgments
	Further Readings
	NAPLeS Resources
	References
Chapter 27: Games in the Learning Sciences: Reviewing Evidence
From Playing and Making Games for Learning
	Introduction
	Learning by Playing Games
	Learning by Making Games
	New Directions in Designing and Researching Games for Learning
	Further Readings
	NAPLeS Resources
	References
Chapter 28: The Maker Movement and Learning
	An Introduction to Research on the Maker Movement
	Learning in and Through Making
	The Maker Movement in the Learning Sciences
	Further Readings
	References
Chapter 29: Knowledge Building: Theory, Design, and Analysis
	Theory of Knowledge Building and Knowledge Forum
	Classroom Design and Pedagogy for Knowledge Building
	Analyzing Knowledge Building and Technology-Supported Assessment
	The Knowledge-Building Model: Comparisons, Synergies, and Tensions
	Conclusions and Future Directions
	Further Readings
	NAPLeS Resources
	References
Chapter 30: Collective Inquiry in Communities of Learners
	Introduction
	Learning Communities for Collective Inquiry
	Knowledge Communities and Inquiry (KCI)
	Embedded Phenomena for Inquiry Communities
	A KCI Script for WallCology: An Example of Collective Inquiry
	Finding: A Role for Aggregate Representations of Community Knowledge
	Finding: Supporting Evidence-Based Arguments in a Scientific Community
	Conclusions: Classrooms as Learning Communities
	Further Readings
	NAPLeS Resources
	References
Chapter 31: Computer-Supported Argumentation and Learning
	Argumentation and the Origins of Computer-Supported Collaborative Learning (CSCL)
	New Research Paths in Computer-Supported Argumentation for Learning
	CSCL Tools, E-Argumentation, Dialogism, and Deliberative Democracy
	Further Readings
	NAPLeS Resources
	References
Chapter 32: Theoretical and Methodological Frameworks for
Computer-Supported Collaborative Learning
	Introduction
	Key Challenges of CSCL Research
	Theoretical Practices of CSCL
	Methodological Practices of CSCL
	Theory–Method Alignments
	Taking Things Together
	Further Readings
	References
Chapter 33: Scaffolding and Scripting (Computer-Supported)
Collaborative Learning
	Why Does (Computer-Supported) Collaborative Learning Need to Be Scaffolded?
	Defining Terms: Scaffolds and Scripts
	Developing a Framework of Research on Scaffolding and Scripting (Computer-Supported) Collaborative Learning
	When Scaffolds Work and When They Do Not: A Script Theory of Guidance Point of View
	Making Scaffolds and Scripts Flexible to Support Self-Regulation of Collaboration
	Conclusions
	Further Readings
	NAPLeS Resources
	References
Chapter 34: Group Awareness Tools for Computer-Supported Collaborative Learning
	The Concept of Group Awareness
	Types and Functions of Group Awareness Tools
	Empirical Group Awareness Research: Methods and Findings
	Trends and Developments
	Conclusions
	Further Readings
	References
Chapter 35: Mobile Computer-Supported Collaborative Learning
	Introduction
	Theorizing Mobile Learning
	Types of mCSCL Learning Designs
	Current Research into mCSCL
	Future Research on mCSCL
	Further Readings
	NAPLeS Resources
	References
Chapter 36: Massive Open Online Courses (MOOCs) and Rich Landscapes
of Learning: A Learning Sciences Perspective
	Massive Open Online Courses (MOOCs)
	Rich Landscapes of Learning
	State of the Art
	Future Challenges, Trends, and Developments
	Conclusion
	Acknowledgments
	Further Readings
	NAPLeS Resources
	References
SECTION 3:
Research, Assessment, and Analytic Methods
Chapter 37: Design-Based Research (DBR)
	Introduction
	Trajectory of Studies in the CoMPASS Project
	Planning Trajectories in DBR
	Conclusion
	Further Readings
	NAPLeS Resources
	References
Chapter 38: Design-Based Implementation Research
	Principles of DBIR
	Antecedents of DBIR
	Examples of DBIR
	Argumentative Grammars of DBIR
	Challenges in DBIR Work
	Future Trends in DBIR
	Further Readings
	NAPLeS Resources
	References
Chapter 39: Participatory Design and the Learning Sciences
	Introduction
	Foundations
	Research Themes
	Challenges and Tensions in Collaborations
	Implications for Practice and Policy
	Conclusions
	Further Readings
	References
Chapter 40: Assessment of and for Learning
	Chapter Overview and Goals
	Educational Assessment in Context
	Assessment as a Process of Evidentiary Reasoning: The Assessment Triangle
	Domain-Specific Learning: The Role of Learning Progressions
	Assessment Development: Construct-Centered Design
	Assessment Validity: Argumentation and Evidence
	Implications for Assessment Design and Use
	The Design and Use of Large-Scale Assessment
	The Role of Assessment in Learning Sciences Theory and Research
	Further Readings
	NAPLeS Resources
	References
Chapter 41: Learning Progressions
	Learning Progressions and the Learning Sciences
	The Historical Roots and Definition of Learning Progressions
	Similarities and Differences Across LPs
	Methods for Developing and Refining LPs
	Concerns and Criticisms
	Conclusions
	Acknowledgment
	Further Readings
	NAPLeS Resources
	References
Chapter 42: Measuring Competencies
	Introduction
	Measuring Competence: Conceptual Issues
	Analyzing Competence: Statistical Methods
	Conclusion
	Further Readings
	References
Chapter 43: Mixed Methods Research as a Pragmatic Toolkit: Understanding
Versus Fixing Complexity in the Learning Sciences
	What is MMR?
	Why MMR?
	“Paradigmatic” Stance: A Pragmatic Stance to Methodology
	MMR Designs: Typologies
	Examples of MMR in the Learning Sciences
	Reflections and Future Considerations
	Further Readings
	NAPLeS Resources
	References
Chapter 44: Multivocal Analysis: Multiple Perspectives in Analyzing Interaction
	Methodological Traditions in the Learning Sciences
	Multivocal Analysis
	The Future of Multivocal Analysis
	Further Readings
	NAPLeS Resources
	Note
	References
Chapter 45: Ethnomethodology: Studying the Practical Achievement
of Intersubjectivity
	Four Approaches to Studying the Practical Achievement of Intersubjectivity
	Further Readings
	NAPLeS Resources
	Notes
	References
Chapter 46: Interactional Ethnography
	Introduction
	Theoretical Roots of IE as a Logic of Inquiry
	Principles of Conduct for Bounding Studies Within an Ongoing Ethnography
	Acknowledgment
	Further Readings
	NAPLeS Resources
	References
Chapter 47: Video Research Methods for Learning Scientists: State of the Art
and Future Directions
	Video Research on Teaching and Learning
	Conducting Research on Learning with/Through Video
	Analytics and Data Mining
	Concluding Comments
	Further Readings
	References
Chapter 48: Quantifying Qualities of Collaborative Learning Processes
	Why Analyze Collaborative Learning Processes?
	The Procedure of Analyzing Behavior and Dialogue in the Learning Sciences
	Outlook on Aggregation of Data and Statistical Models for Testing Hypotheses
	Summary and Conclusion
	Further Readings
	NAPLeS Resources
	References
Chapter 49: Learning Analytics in the Learning Sciences
	Introduction: Scope and Positioning
	History of Learning Analytics Within the Learning Sciences
	A Theory Grounded Methodology
	Into the Future: An Agenda for Learning Analytics in the Learning Sciences
	Acknowledgments
	Further Readings
	NAPLeS Resources
	References
Chapter 50: Epistemic Network Analysis: Understanding Learning
by Using Big Data for Thick Description
	Introduction
	Theoretical Foundations of ENA
	The Pragmatics of ENA
	ENA Analysis: A Case Study
	Lessons for the Learning Sciences
	Acknowledgments
	Further Readings
	NAPLeS Resources
	Notes
	References
Chapter 51: Selecting Statistical Methods for the Learning Sciences and
Reporting Their Results
	Introduction
	Characteristics of Research in the Learning Sciences
	Recommendations for Selecting, Applying, and Reporting Statistical Methods and Results
	Examples of Good Practices Illustrating the Recommendations
	Discussion and Conclusion
	Further Readings
	NAPLeS Resources
	References
Index