Call for Abstracts: The 3rd edition of the ISEE Workshops will be held in conjunction with the International Conference of the Learning Sciences. It is entitled: "Striking a Balance Between Free and Guided Exploration" - Conceptualising Support for Exploratory Learning Environment
Exploratory Learning Environments (ELE) are virtual environments that
adhere to constructivist theories of learning emphasizing learner control.
However, research suggests that lack of sufficient explicit support may
undermine their effectiveness. Advanced technologies provide opportunities to
supply learners with the right information at the right time. This workshop,
3rd in a series, focuses on striking a balance between free and guided
exploration and provides a forum for conceptualizing and raising requirements for intelligent support in ELE.
The workshop is expected to lead to a special IJLS issue.
While all relevant submissions are welcome, authors are encouraged to discuss the following aspects regarding intelligent support in
1. Type of task: What tasks are best suitable for ELE? How should these tasks be structured and scaffolded?
2. Learning in ELE: How do students learn in ELE? How do students learn from failed attempts? What makes productive vs. unproductive learning trajectories? That is, what "floundering" or errors at the domain
level are useful, vs. what errors waste students' time or cause unnecessary
confusion? How can we tell these apart?
3. Type of support: What support can aid students' learning without reducing critical features of constructivist learning?
4. Timing of support: When should feedback be given? What type of errors requires intervention? How can a system identify these errors?
5. Collaboration scenarios: What learning tasks can most benefit from collaboration? How can collaborative work be supported?
6. Support for teachers: What support do teachers need to attend to the needs of their students?
7. Research methods: How can we assess different learning trajectories
in ELE? What techniques can be used to analyze students' learning
processes and outcomes in real time and after the fact? How can we best apply cognitive task analysis, data mining, and other techniques, to answer
the previous questions?
· Extended Abstract deadline: April 1st, 2010, midnight Hawaii
· Notification of acceptance: by April 15th, 2010
· Online Discussions start: June 15, 2009
· Workshop: half-day, Tuesday, June 29, 2010 9:00AM - 12:30PM
The workshop will be discussion-oriented, framed around specific
The aim therefore is to have fruitful discussion prior and during the workshop rather than a mini-conference format. In particular, the methodology used will be based on an adaptation of
the 'learning discussion forum' (aka Learning Cafe Methodology) which involves experts' introductions and group discussions ensuring
that all participants can have a direct impact in addressing the workshop questions. This methodology has been successfully implemented
in previous conferences and editions of this workshop.
The workshop will conclude with plans for the future, one of which
being a special IJLS issue on the topic based on the body of work presented in
this and previous editions of the workshop.
Authors should submit extended abstracts that clearly address one or
more of the questions to be explored at the workshop. We especially encourage submissions of work based on empirical data. All submissions will be refereed in order to decide on acceptance.
Submissions should be 1-2 pages long and should include title,
authors, and a summary of the authors' contribution to the workshop in relation to
one or more of the topics above. References and figures can take up to one additional page. Papers should be A4 or letter size, with at least 1" margins on each side, font size 12 points, and space of 1.5 lines
between lines. Accepted formats are pdf, doc, rtf, or odt.
The accepted abstracts will be discussed online prior to the workshop
and form the basis for the discussions on the day of the workshop.
Thank you, Workshop co-chairs
· Ido Roll (Carl Wieman Science Education Initiative, University of
British Columbia, Canada)
· Manolis Mavrikis (Institute of Education - University of London,
· Sergio Gutiérrez Santos (Birkbeck College - University of London,
· Vincent Aleven (Carnegie Mellon University, USA)
· Ryan Baker (Worcester Polytechnic Institute, USA)
· Vania Dimitrova (University of Leeds, UK)
· Wouter van Joolingen (University of Twente, The Netherlands)
· Ken Koedinger (Carnegie Mellon University)
· Rose Luckin (London Knowledge Lab, UK)
· Richard Noss (Institute of Education, UK)