The Fifth International Conference of the Learning SciencesSeattle, WashingtonOctober 23-26, 2002 |
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Learning sciences research explores the nature and conditions of learning as it occurs in educational environments, broadly construed. The learning sciences field draws upon multiple theoretical perspectives and research paradigms from the human sciences in order to understand the complexities associated with learning, cognition, and development. .
Conference Theme
Human learning is too complex a phenomena to be the sole province of any one discipline. At ICLS 2002 we will seek to further explore the generative possibilities of the learning sciences by bringing together different disciplinary perspectives on learning. We will focus on the promises and challenges of conducting inter/multi-disciplinary research on learning. Submissions are invited from studies of learning in schools, workplaces, networked environments like the Web, museums, after-school clubs, and homes. We are especially interested in research with a dual focus on the nature, processes, or practices of learning, cognition, or development on the one hand and on insights for design and education that can be gained from this research on the other.
Conference Chairs
Philip Bell, University of Washington
Reed Stevens, University of Washington
Steering Committee
Yrjö Engeström, University of Helsinki
Giyoo Hatano, University of the Air
Iris Tabak, Ben-Gurion University
Leslie Rupert Herrenkohl, University of Washington
Christopher Hoadley, SRI International
John Frederiksen, University of Washington
PETTT Video Traces group, University of Washington
Jim Minstrell, Talaria Inc.
Tim Koschmann, Southern Illinois University
Jennifer Turns, University of Washington
Scott Macklin, University of Washington
Bill Winn, University of Washington
Program Committee
Cynthia J. Atman, University of Washington
Sasha Barab, Indiana University
Brigid Barron, Stanford University
Eric Baumgartner, University of California, Berkeley
Sean Brophy, Vanderbilt
Amy Bruckman, Georgia Institute of Technology
Allan Collins, Northwestern University
Kevin Crowley, University of Pittsburgh
Elizabeth A. Davis, University of Michigan
Andrea A. diSessa, University of California, Berkeley
Daniel C. Edelson, Northwestern University
Noel Enyedy, UCLA
Barry Fishman, University of Michigan
Janice Gobert, Concord Consortium
Louis Gomez, Northwestern University
Jim Greeno, Stanford University
Mark Gross, University of Washington
Mark Guzdial, Georgia Institute of Technology
Kai Hakkarainen, University of Helsinki
Rogers Hall, University of California, Berkeley
Margaret Honey, Education Development Center
Celia Hoyles, Institute of Education, University of London
Sherry Hsi, Metacourse, Inc.
Yasmin Kafai, UCLA
Elham Kazemi, University of Washington
Ken Koedinger, Carnegie-Mellon University
Janet Kolodner, Georgia Institute of Technology
Joe Krajcik, University of Michigan
Carol Lee, Northwestern University
Marcia C. Linn, University of California, Berkeley
Deborah McCutchen, University of Washington
Judit Moschkovich, University of California, Santa Cruz
Richard Noss, Institute of Education, University of London
Annemarie Palincsar, University of Michigan
Roy Pea, Stanford University
Anthony Petrosino, University of Texas at Austin
Nichole Pinkard, University of Michigan
Joseph L. Polman, University of Missouri, St. Louis
Brian Reiser, Northwestern University
Mitchel Resnick, MIT
Jeremy Roschelle, SRI International
Bill Sandoval, UCLA
Alan Schoenfeld, University of California, Berkeley
Miriam Sherin, Northwestern University
Bruce Sherin, Northwestern University
Jim Slotta, University of California, Berkeley
Brian K. Smith, MIT
Elliot Soloway, University of Michigan
Nancy Butler Songer, University of Michigan
Gerry Stahl, Fraunhofer-FIT, Germany, and Drexel University, USA
Phil Vahey, SRI International
Uri Wilensky, Northwestern University
Susan Williams, University of Texas at Austin