CU Boulder School of Education Professor Joseph Polman
At the International Conference of the Learning Sciences (ICLS) held at the London Festival of Learning in London from June 23-27, the International Society of the Learning Sciences (ISLS) will appoint CU Boulder School of Education Professor and Associate Dean for Research Joseph Polman as president. Polman served the society this past year as president-elect.
The ISLS is an interdisciplinary professional society “dedicated to the interdisciplinary empirical investigation of learning as it exists in real-world settings” and examines the role of technology in learning. The society draws members across six continents and sponsors the Journal of the Learning Sciences and the International Journal of Computer Support for Collaborative Learning.
Hosted annually, the ICLS conference invites researchers involved in all aspects of the field of the learning sciences. The theme for the 2018 conference is “Rethinking learning in the digital age: making the Learning Sciences count.”
Polman has been an active contributor to the learning sciences community for more than 20 years, and he was program co-chair of the 2014 ICLS conference when it was hosted at CU Boulder. His work explores how people learn science and history through inquiry and with the support of technology, both in community-based out-of-school programs and in schools. His research uses sociocultural lenses to focus on learning and identity development as young people participate in media construction related to their lives and communities.
This year, fourteen faculty members and students from CU Boulder and many alumni will attend the conference. In addition to Polman, attendees include School of Education Professors Erin Furtak and Bill Penuel, Associate Professor Susan Jurow, Assistant Professor Ricarose Roque, and PhD students Jeff Bush, Lila Finch, Leighanna Hinojosa, Ginnie Logan, Robbin Riedy, Ashley D. Scroggins, Steve Sommer, Kristina Stamatis, and Kelsey Tayne.
Featured papers of the conference featuring our researchers include:
Mapping Networks to Help Education Leaders Gain Insights into Complex Educational Systems
Robbin Riedy, Katie Van Horne, Philip Bell, Bill Penuel, Tiffany Neill, Sam Shaw
Mobilising Learning Progressions for Teacher Use: Examining the Utility of Outside Learning Progressions in Task Co-design
Erin Furtak and Kelsey Tayne
Encountering and Becoming Role Models: Combating Underrepresentation in STEM
Leighanna Hinojosa
Teachers’ Values in Co-Design of an Art-Science-Computation
Lila Finch
Designing From Outer Space: Tensions in the Development of a Task to assess a Crosscutting Concept
Erin Furtak, Torsten Binder, and Kate Henson
Becoming Facilitators of Creative Computing in Out-of-School Settings
Ricarose Roque and Rupal Jain
Towards Radical Healing Praxis for Black Girls: Imagining Learning Environments that Foster the Sociopolitical Learning of Adolescent Black Girls
Ginnie Logan
From Quantified Self to Building a More Fit Community; Data Tracking and Science Infographics as Boundary Objects
Steve Sommer and Joseph Polman
Acceptance and Refusal in Co-Design
Kristina Stamatis
Featured symposiums include:
Presidential Session - On Making Our Research Count
Susan Jurow, Shirin Vossoughi, Yifat Kolikant, and Angela Booker
Life-long Life-wide Learning within and Beyond the Disciplines
Leslie Rupert Herrenkohl, Kristine Lund, Joseph L. Polman, Joshua Radinsky, Dan Suthers, Iris Tabak
Missing the Brilliance of Scholars of Color: Mathematics Teacher Educator Discourse in a white Zone of Proximal Development
Ashley D. Scroggins, et al.
Networked by Design: Interventions for Teachers to Develop Social Capital
Susan Yoon, Charles Anderson, Kira Baker-Doyle, Maarten de Laat, Elizabeth de los Santos, Kenneth A. Frank, Megan Hopkins, Qinyun Lin, Stefanie Marshall, Katie Miller, Femke Nijland, Bill Penuel, Matthew Shirrell, Rafi Santo, Bieke Schreurs, James Spillane, Daniël van Amersfoort and Latricia Whitfield
The Challenge of Assessing “Knowledge in Use”: Examples From Three-dimensional Science Learning and Instruction
Sania Zaidi, Brian Gane, Sania Zaidi, Christopher J. Harris, Kevin McElhaney, Nonye Alozie, Phyllis Pennock, Samuel Severance; Knut Neumann, David Fortus, Joe Krajcik, Jeffrey Nordine, Erin Furtak, Derek Briggs, Rajendra Chattergoon, Bill Penuel, Kerri Wingert, Katie Van Horne
Designing for Axiological Innovation within Family-Centered Learning Environment
Enrique Suárez, Megan Bang, Meixi, Philip Bell, Carrie Tzou, Ricarose Roque, Nichole Pinkard, Brigid Barron, Caitlin Martin, Megan Luce, Tanner Vea, Shelley Goldman, Luke D. Conlin
Community based design partnerships: Examples from a new generation of CHAT/DBR
Nathan Phillips, Shirin Vossoughi, Virginia Killian, Ananda Marin, Joshua Radinsky - Susan Jurow and Rogers Hall, discussants
Featured poster sessions include:
Technology to Support Students Learning Mathematics from Other Students Work
Jeff Bush and Brent Milne
Community Science Identity: Becoming Community Scientists in a Museum-based Genetics of Taste Program
Leighanna Hinojosa, Rebecca D. Swanson, and Joseph L. Polman
Translating Theory to Practice: Technology Solutions to Solve Practical Issues for Teaching Reading Comprehension at the Secondary Level
Donna Caccamise and John Weatherley
Making Mathematical Thinking Visible Through Technology
Jeff Bush and Brent Milne
Learning Scientific Practices Through Participation as a Volunteer Community Scientist
Rebecca D. Swanson, Leighanna Hinojosa, and Joseph Polman
Authentic to Whom and What? The Role of Authenticity in Project-Based Learning in English Language Arts
Joseph Polman, Kristina Stamatis, Alison Boardman, and Antero Garcia
Shifting Educational Activity Systems: A Cross-Case Analysis of Science Education Reform Efforts in Large Scale Systems
Robbin Riedy for the ACESSE research project