We are pleased to offer a broad selection of professional development workshops that are held on the full day of Friday, June 19, and on the morning of Saturday, June 20. Full day workshops are $150 and include lunch; Half day workshops are $75. Workshop descriptions can be found below.
Full Day Pre-Conference Workshops
Learning and Identity
Title: Improving science education through interdisciplinary collaborations between learning sciences and discipline-based education research: A workshop for new and established interdisciplinary researchers
Authors: Melanie Peffer, Kristy Daniel, Anita Schuchardt
We invite ICLS attendees to take part in this full day, cross-cutting workshop that will work towards defining and discussing the role of interdisciplinary research involving Learning Sciences and Discipline-Based Educational Research. If you are interested in establishing collaborative partnerships to explore new perspectives on educational research in the sciences, this workshop is for you and is designed to help you build such connections across departments and institutions. While the topics we will discuss and examples we use all focus on biology, participants from other disciplines such as chemistry and physics, are also welcome to attend.
The workshop organizers all have research experience in conducting interdisciplinary studies and will lead activities to highlight strengths and challenges of interdisciplinary research. Participants will take part in a series of four activities over the course of one day that are focused on highlighting disciplinary differences, building strategies for interdisciplinary collaboration, an interactive showcase of existing successful interdisciplinary projects through a panel discussion with invited researchers, and opportunities to networking among attendees. To support the success of these activities, we ask that any interested attendee consider bringing a poster showcasing or advertising their research program to present during a mini poster session we will host in the afternoon portion of this workshop.
The goals for this workshop are to establish a shared, understood value of interdisciplinary research and scaffold steps to support researchers interested in such interdisciplinary pursuits. This session will help workshop attendees learn about other research interests to help participants find potential collaborators and inspire new research directions crossing disciplinary boundaries.
We are anticipating the availability of funds to support travel and attendance to this workshop for up to 24 attendees, pending funding from the National Science Foundation. If you are interested in being considered as a supported attendee, please contact Dr. Melanie Peffer at email@example.com.
Title: What’s power got to do with it?: Exploring participatory research in the learning sciences
Authors: Sarah Radke, Rishi Krishnamoorthy, Colin Hennessy Elliot, Jasmine Ma, Katie Headrick Taylor
This full day workshop is geared towards participants who are interested in or have experience with participatory research methods. Join us in exploring different models of participatory research methods and the methodological commitments that undergird them. We will engage with a scholarly community, including learning scientists and youth, to explore the ways that participatory methods challenge traditional notions of research (data, validity, analysis etc.) rooted in colonial approaches to knowledge creation. As a group, we will collaboratively question: 1) what is the role of participatory methods in the Learning Sciences; 2) how do we practice participatory methods that value the knowledges of participants in critical and decolonial ways; and 3) how do the boundaries between research, practice, researcher, and participant emerge?
This workshop is structured as a co-constructive knowledge building activity that will engage participants in the key methodological questions and work that participatory research methods require. As a group of scholars in the Learning Sciences, we will learn with and from youth participant researchers and workshop tensions that arise in participatory research through cases from the organizers’ and participants’ research.The workshop consists of activities, case presentations, and discussions that lead to a collaborative outline of 1) the different forms of participatory methods that scholars bring to the Learning Sciences and the tensions they help produce in research activity, 2) the methodological commitments that participatory research methods have in common, 3) the role of researchers in the communities they research with and 4) a vision of the future contribution of this kind of research practice to the academic community and the communities we do research with.
Title: Communicating design-based research: A workshop for creating and interpreting design arguments
Authors: Pryce Davis, Christina (Stina) Krist, Daniel Rees Lewis, Mike Tissenbaum, Freydis Vogel, Matthew Easterday
The main goal of this workshop is to improve how we compose and interpret design arguments from design-based research (DBR). Despite DBR’s increase in popularity, ongoing discussions in the field about rigor, and detailed articulations of how to go about doing DBR, there is still a lack of specification when it comes to communicating DBR. Therefore, this workshop will present and refine a framework for communicating and analyzing design arguments in a more standardized way that both producers and consumers of design research can use to make sense of the products of design research. We welcome both novice and experienced design researchers to participate in this interactive workshop to explore questions like:
- What are design arguments and how do we construct them?
- What are the key aspects of a DBR project that must be communicated?
- What are the particular challenges to communicating DBR?
- How do we write about DBR in the structure of traditional research reports?
- How can we unpack design arguments already in the literature so they are useful to practice?
In the workshop, participants will discuss these and other questions while they work together to deconstruct design arguments found in a variety of sources, from seminal examples of DBR to public claims about commercial learning technologies, in order to understand the strengths and weaknesses of current DBR communication. They will have the opportunity to share their own in-progress work and to collaborate with other participants and the organizers to improve how they talk about their design. In this way, individual participants will develop skills as both producers and consumers of design research.
This workshop is intended for a broad swath of the LS community. As a NAPLeS sponsored event, we particularly invite students and teachers of LS programs to participate and gain tools for understanding one of the central methods of the field. Likewise, novice researchers will develop knowledge and skills about DBR broadly, but specific skills on deconstructing DBR reports and lessons for constructing their own future work. This workshop will also be valuable to more experienced researchers who have not yet integrated DBR into their research but wish to, and those who have, but are looking for methodologically consistent ways or reporting their work to the broader research community. Finally, those currently doing DBR research will find the workshop valuable in refining their skills in communicating their research and also contributing to standardizing DBR communication for the future.
Title: Expanding the field: How the learning sciences might further computing education research
Authors: R. Benjamin Shapiro, Lauren Margulieux, Nathan Holbert, Kristin Searle, Mike Tissenbaum, Betsy DiSalvo
Learning Scientists have long studied how people learn computing, including how doing so can shape learning of other disciplines. Yet as the field of Computing Education Research (CER) has exploded over the past several years, valuable theories, methods, and practical approaches to doing educational research developed within the Learning Sciences are under-utilized in the CER conversation. Current CER publications focus on experience reports that emphasize design but do not attempt to contribute to theory or on empirical paper that emphasize cognition-focused psychological theories and individual-focused methods to build upon those theories separately from the social and cultural contexts of learning environments. As CER grows more towards bridging these design-focused and theory-focused groups, we believe that the Learning Sciences can offer models for doing so because the Learning Sciences formally organized under the same conditions. We invite participants from the LS and CER communities to join us in articulating an LS-inspired agenda to expand future CER. We will take stock of relevant theories and methods from LS, active problems within CER, and articulate a synthesis of the two that can guide future work that reintegrates LS and CER.
Attendees are required to prepare a position paper that proposes a particular direction for CER and/or identifies relevant empirical research, theory, and design principles drawn from LS. These position papers are expected to be brief (approximately 1000-2000 words) and narrow in their scope. Position paper may focus on topics such as design, learning and identity, scale, or teaching, or they may extend beyond these topics. The workshop team will review these position papers for thoughtful application of LS theory to core computing education questions and the identification of key learning constructs that have been under-utilized in the CER community. During the workshop, we will use these position papers as starting points for discussions to build upon. We intend for the outcome of the workshop to be a short series of position papers for a special issue to appear in a CER venue like ACM TOCE or Computer Science Education.
Submission information is available here.
Title: School participation in citizen science
Authors: Yael Kali, Ornit Sagy, Rikke Magnussen, Camillia Matuk
About the theme
Citizen Science is a genre of research connecting scientists and nonscientists around projects that involve advancement of science. Due to the proliferation of citizen science projects in the past decade, a growing awareness of their potential to enhance school practice has developed, with promising findings on aspects such as student learning, teacher professional-growth, and the participation of schools in leading educational change endeavors.
We view school participation in citizen science as an especially fertile ground for examining current conceptualizations within the Learning Sciences regarding what it means to learn in the networked society. School participation in citizen science has the potential to bridge where, when, how, why and with whom people learn. It creates new learning opportunities that extend beyond the classroom to everyday life. Moreover, such practice inherently involves diverse perspectives from various stakeholders (at a minimum—students, teachers and scientists), echoing this year’s conference theme regarding interdisciplinarity. The goal of this workshop is to share and learn from the practices and insights of participants’ work on the theme of school participation in citizen science. Who should consider participating? We invite participants focused on (but not limited to) four main “bridging” principles that help conceptualize school participation in citizen science:
- Bridge learning among students, teachers and scientists
- Bridge in-school and out-of-school learning
- Bridge school and community learning
- Bridge science and data literacies
Whether you are already involved in school participation in citizen science, planning to do so, or bring with you Learning Sciences conceptualizations that might be relevant to this theme and worth exploring with others, this might be the workshop for you! If you are registering for this workshop, please send us a 200-400 word description of your perspective on school participation in citizen science by May 5th, 2020 to all four of the following:
What to expect and what to prepare in advance?
Following the organizers’ introduction aimed at framing ideas within a preliminary conceptualization, we will devote the morning session to get to know each other’s perspectives on the workshop theme. This will be carried out via discussions around (small and simple) posters that we will ask you to prepare in advance. Then (after getting to know each other better during lunch), the afternoon session will enable participants to delve deeper into the suggested framework, and think together about possible next steps.
We view the school participation in citizen science workshop as a first step in coalescing an international community that will continue to explore this exciting theme, and advance it as an emerging field of research. Insights developed during the workshop will serve as seeds for future work for those who will want to continue the collaboration as well as others who will want to join. As a possible direction for this collaboration we envision developing a special issue on School participation in citizen science to be published in one of the leading journals in the field.
For further details see our homepage.
Teaching & Teacher Learning
Title: Learning to facilitate and support the exploration of complex socioecological systems: A teaching and teacher learning workshop proposal
Authors: Megan Bang, Carrie Tzou, Priya Pugh, Charlene Nolan, Jordan D. Sherry-Wagner, Leah Bricker
Join us for a full-day workshop that explores the following question: How do teachers learn to support students’ socio-ecological sense-making and ethical deliberation and decision-making through the intersections of phenological field-based science practices and family and community knowledges and practices? This workshop stems from a National Science Foundation-funded project called Learning in Places. Using community-based design research, project partners seek to increase Kindergarten through third grade learners’ opportunities to engage in complex socio-ecological reasoning and decision-making through the use of field-based science learning in outdoor places (e.g., learning gardens, parks, neighborhoods), and in ways that are intentionally connected to classrooms and students’ families and communities. During this workshop, we will explore methodological innovations in professional development for supporting and studying teachers’ learning as they work to better support student learning. The goals of the workshop include:
- Using project frameworks to analyze data of student and family thinking gathered from the use of instructional tools in elementary classrooms.
- Engaging with select project frameworks that embody elements of the overall project, as well as classroom instructional tools that those frameworks support, and then co-designing those frameworks and tools.
- Engaging with a research design for studying teacher learning at scale, as well as engaging with example associated data collection instruments and tools.
We are hopeful that this workshop will spark discussions about the possibilities and challenges (theoretically, conceptually, methodologically, and practically) related to supporting teacher learning at scale, learning specifically about complex socio-ecological systems, field-based science education, and nature-culture relations, and in ways that foreground power and historicity. What types of resources and other supports are needed to not only engage teachers in this learning, but to also see them begin to embody this learning in their pedagogical practices and decision-making to support student learning? We hope you will join us for explorations of data and tools, engaging theoretical, conceptual, and methodological terrain, and interesting and productive discussions.
Half Day Pre-Conference Workshops
Title: Why maker education needs good assessment?
Authors: YJ Kim, Peter Wardrip, Stephanie Chang, Lauren Penny, Caitlin Martin
In this half-day workshop, we will explore the tools and practices of assessment in maker-based learning experiences. While the movement of making and tinkering is rich with tools and activities, tools and practices that can support measurement in making and tinkering are beginning to emerge. This workshop will consider how assessment tools and practices can serve different roles and purposes in maker-based learning experiences: how can assessment support evidence-based claims about learning and engagement, how can assessment provide formative information to make adjustments to activities and facilitation, and how can assessment support maker educator and program manager reflection. This workshop will bring together designers and researchers interested in this idea, with the goal of discussing principles to support the design and use of maker assessments as well as identify gaps that exist in the field.
Title: Interdisciplinary design and new educational technology for engaging learners in role-based simulations
Authors: Rebecca Quintana, Elisabeth Gerber
This half day workshop will engage participants in reviewing, designing, and reflecting on role-based simulations for learning. Our workshop will focus on the design of role-based simulations using ViewPoint, a web-based tool developed at the University of Michigan for engaging learners in role-based simulations. Prior to the workshop, participants will receive access to ViewPoint, including both facilitator and participant views of the tool.
In the week leading up to the workshop, participants will be invited to participate in an asynchronous, online simulation using ViewPoint, which will be designed and facilitated by the workshop organizers. The simulation will be based on an existing simulation of the college admissions process that has already been used in a classroom setting. This simulation design does not require any specialized knowledge by the participants. The simulation will allow participants to (a) experience first-hand the challenges and insights that derive from role-playing, (b) learn about a group decision-making process, (c) interact with the workshop organizers and other participants, (d) utilize the main features of the ViewPoint platform, and (e) ask questions throughout the process and in a subsequent debrief session at the workshop.
At the workshop, participants will examine and critique the design of three existing role-based simulations from various STEM and related fields. Participants will then reflect on their participation in the college admissions simulation that they completed asynchronously in the week leading up to the workshop, using ViewPoint. Then in small groups, participants will lay the groundwork for a new simulation design of a topic of their choosing and consider how aspects of their simulation design will allow learners to make progress towards learning goals. Finally, participants will reflect on how to structure debrief and reflection opportunities and on assessment design for simulations.
The workshop is designed to engage participants with any level of simulation experience, from novices to experts and anyone in between. Through this workshop, we hope to further our ongoing program of research, which seeks to understand how instructors and researchers engage in the complex practice of design, including how these design processes can be best supported and facilitated. We also seek to improve existing resources and guidelines that we can provide to future simulation designers. Following the workshop, organizers will send participants updated materials and resources that are informed by outcomes of the workshop, including access to a website that focuses on simulation design using ViewPoint.
Title: Interdisciplinary inquiry into dance & STEM: Collaboration and creativity to further designs for STEM learning
Authors: Lauren Vogelstein, Dionne Champion, Lindsay Lindberg
We invite learning scientists interested in designing STEM learning environments to collaborate with us and local professional dancers at the intersections of the arts/dance, STEM learning, and design. No prior dance or movement practice is required to participate. We aim to cultivate an environment where researchers can engage with STEM content through the lens of dance and movement, to the extent that you are comfortable. This workshop explores dance as an interdisciplinary site for STEM learning, attending to how thinking about ways to design learning environments that leverage embodiment in STEM can influence access for underrepresented students. In our work, we seek to understand the multiple, rich learning opportunities that emerge from working across art and science, dance and STEM, dancers and learning scientists. Although research has explored the power of bodily experiences in learning, little has focused on the body’s potential as an expressive tool and resource for learning.
In this workshop we will reflect on the design process and potential of interdisciplinary partnerships with artists to create sites for STEM learning that broaden STEM participation. While our work focuses on interdisciplinarity with respect to both the product and process of the design of learning environments, this workshop will focus on process by engaging participants and professional dancers in activities that will broaden their experience of embodied and STEM learning. We invite participants to come to our workshop with a STEM disciplinary idea you want to explore (most likely related to their research). The activities we will engage in will help you think differently about your topic and collaborating with artists. We aim to engage learning scientists interested in the design of STEM learning environments, leveraging embodiment in design, and others who are curious and want to be exposed to new processes of interdisciplinary collaborations. The workshop will culminate in discussions that center on participants’ reflections on new ways to think about interdisciplinary STEM design processes with artists.
ICLS’s focus this year asks researchers to focus on interdisciplinarity in the learning sciences and how this can lead us “toward opening new conversations and enriching existing ones.” In this workshop we approach interdisciplinarity head on by inviting participants to engage in hybrid dance/STEM activities while also reflecting on the design process as a collaborative one with artists, bringing disciplinarians from many fields together. In addition, we will raise important socio-political issues of embodiment with respect to dance such as questioning assumptions about what counts as art/STEM, who can be an artist/scientist/engineer/mathematician, and who gets to learn in embodied ways. In addition to taking on an interdisciplinary view, we explicitly take a strength-based approach to engaging underrepresented youth in STEM. Black and Latino women specifically, are underrepresented in STEM. Our work addresses how the practice of dance and the dance environment afford opportunities for rich STEM teaching and learning for educators in and out of school to develop more inclusive strategies for all learners and together we will discuss expanding these ideas.
Teacher & Teacher Learning
Title: Epistemic cognition for classrooms: Developing a toolkit
Authors: Simon Knight, Leila Ferguson, Eva Thomm, Helenrose Fives, Randi Zimmerman
How do you build epistemic cognition into classrooms?Come along to our half day workshop to develop and share resources to support teachers in understanding and applying epistemic cognition to their practice. We invite those with an interest in epistemic cognition, teaching and design, and teacher professional development to participate. During the workshop we will discuss, and develop resources for:
– Introducing educators to the key issues and foci of epistemic cognition
– Recommendations for practice that might be applied at a school and teacher level
– Example resources such as scaffolds and dialogue guides that could be adapted by teachers to support their practice
The workshop will be structured to co-create resources by building consensus and creating shared collectively authored documents in the session. While participation is open to anyone who registers for the workshop, if you would like to share resources or thoughts in advance we would welcome contributions (from all) at this URL https://tinyurl.com/ICLS-epistemic.
Please contact the workshop organisers with any questions or suggestions Workshop organisers: Simon Knight (University of Technology Sydney, Australia, firstname.lastname@example.org ), Leila Ferguson (Kristiania University College, Norway), Eva Thomm (University of Erfurt, Germany), Randi Zimmerman (Rutgers University, US), Helenrose Fives (Montclair State University, US)
Title: Toward designing professional learning environments that really meet teachers’ strengths and needs
Authors: K. Ann Renninger, Wesley Shumar, Peg Cagle, Stephen Weimar
This workshop is designed to be interactive. It will begin with introductions of facilitators and participants, situating their interest in workshop participation. Following this, a brief description of background information on the project data to be considered will be provided. This will include description of the PLC as a learning environment, as well as the measurement of teachers’ learning of, interest and confidence in disciplinary content, and development of sense of identity. Following the ethnomethodological tradition of “data sessions”, participants will look at the data samples (both raw and summarized data) and be encouraged to reflect on those samples in terms of what they notice about teachers’ discourse about their practice, their participation in a Professional Learning Community how those teachers reflect on their own profession identity and the ways in which they view their own change. Workshop facilitators will record notes on observations from the data session that will then be used as an object of further analysis.
Participants will think together to consider how their observations about the data lead to understanding the needs of teachers who vary in their thinking and their professional practice. This discussion will lead to the discussion of scaffolds that might benefit teachers. Following this, we will introduce our use of a typology of teachers based on their readiness to make use of PLC content in their own classrooms. We will identify connections between the typology and the observations of the workshop participants.
Our experience has been that using the typology as an indicator of what teachers need in order to make use of PLC content; we also will provide examples of changes that have been made in the design of the PLC to meet teachers’ strengths and needs. We also recognize that the broader utility of this type of typology for informing PLC design is an open question and participants will be invited to share insights and suggestions based on their own experiences from their projects.
Learning and Identity
Title: Researching the ecologies of interdisciplinary learning
Authors: Lina Markauskaite, Crina Damsa, Kate Thompson, Peter Reimann
The recent decade has brought a significant shift in curriculum focus from disciplinary learning to various interdisciplinary learning options. STEAM projects, innovation-focused courses and similar project-based programs have become widespread in schools and universities. However, research and design for interdisciplinary learning are challenging, fragmented and lags behind institutional decisions that change practice.
This workshop aims to create opportunities for the learning scientists interested in interdisciplinary learning to share their research questions and challenges, and expand their theoretical and methodological approaches. We expect that ideas discussed in this workshop will provide a foundation for developing a special journal issue that synthesizes current approaches and charts a future research agenda for studying interdisciplinary learning.
The workshop will cover and integrate conceptual, methodological and design aspects of interdisciplinary learning and will be structured to explore the ecology of the field at four broad levels:
- Institutional: What sorts of sociopolitical agendas and arrangements do underpin the current move towards interdisciplinary learning? How do values, expectations and roles of different stakeholders shape it? What enables and what hinders successful practices? What sorts of theories and methodologies could be used to study these practices? Etc.
- Curriculum: What is distinct to interdisciplinary teaching and learning? What are the main design principles for designing interdisciplinary learning environments and courses? How can we study the impact and effectiveness of different designs? Etc.
- Group: What is distinct to learning in interdisciplinary teams? What kinds of methodologies and analytical tools do we use for studying interdisciplinary learning processes, and outcomes? How can we study the dynamic between the personal resources of individual team members and group processes? Etc.
- Individual: What kinds of capabilities (knowledge, skills, dispositions, and other personal resources) do people need to participate successfully in interdisciplinary knowledge work? How could we assess these capabilities? What is the relationship between disciplinary and interdisciplinary capabilities? Etc.
We invite participants who want to contribute to the workshop by sharing their work and those who want to participate in the workshop without presenting. We are looking forward to contributions that investigate the questions of interdisciplinary learning at any of the above levels and across. They could draw on theories and methods from the learning sciences and other fields: anthropology, science and technology studies (STS), cognitive science, organizational science, linguistics, design, computer and data science, learning sciences, etc. Contributions could range from initial ideas, to work in progress, to mature and finished projects.
If you want to present, please submit your proposal outlining your work and/or ideas in relation to one or more of the above described themes (up to 2 pages). Contact us at: InterdisciplinaryLearningTeam@gmail.com
Title: Multimodal learning analytics & interaction analysis: Connections, tensions & new directions
Authors: Cynthia D’Angelo, David DeLiema, Ananda Marin, Ben Shapiro, Marcelo Worsley
Multimodal learning analytics (MMLA) and Interaction analysis (IA) are robust, generative methodologies used in the Learning Sciences (Blikstein & Worsley, 2016; Ezen-Can, Grafsgaard, Lester, & Boyer, 2016; Jordan & Henderson, 1995; Hall & Stevens, 2015; Marin & Bang, 2018; Vossoughi & Escudé, 2016), and yet research teams rarely deploy them in tandem to address a common research question or analyze data. Despite their obvious differences — MMLA often focuses on large data sets, automated pattern analysis, and sensor-based data collection technology, whereas IA often focuses on generating new types of questions through work with small data sets, manual data analysis, and predominantly video/audio recording equipment — both methodologies share a focus on how multiple modalities, temporal regularities and irregularities, social interaction, and changing contexts shape learning.
Building on the momentum of a recent NSF-funded workshop addressing their possible integration, the proposed ICLS workshop investigates points of connection (e.g., how MMLA data overlaid on video during IA sessions can guide/enhance what the researcher notices) and points of tension (e.g., how the IA commitment to limiting inferences to the observable video/audio record might be reconciled with the longitudinal context afforded by MMLA data) in educational research that draws at once on both methodological traditions.
Bringing these methodological traditions together to tackle common research questions is possible and central now perhaps more than ever before. This is in part because the amount of data collected on research projects often makes it possible to apply both methodologies at once, serving the purpose of seeing both the forest and the trees in the ways participants navigate learning over time and across contexts. With respect to the core conference theme of “sociopolitical dimensions of learning and social justice,” and echoing broader trends in our research community (Esmonde & Booker, 2016; Gutiérrez & Vossoughi, 2009), we explore how learning scientists can consider power and equity when applying both methodologies, and in particular, how stitching these methodologies together would throw new light on sociopolitical dynamics.
Workshop participants will engage in shared data analysis sessions (hosted by the conference organizers) to investigate central opportunities and tensions in MMLA + IA research, including how MMLA can augment video during IA sessions, what kinds of information interfaces bridge both methodologies, how MMLA can help shape the selection of data and focal research questions for IA, and how computational methods can intersect with grounded, theory-based interactional research. Participants will also have opportunities to share their own project contexts, existing data analyses, research questions, and exploratory considerations about MMLA + IA.
We hope that this workshop continues the process of cultivating a community of researchers interested in developing skills in both methodologies and applying them simultaneously in research that addresses persistent inequities in learning environments. By the end of this workshop, participants will have engaged with cutting edge methods of data collection and analysis in ways that also foreground the importance of context. Likewise, we expect participants to have the time and space to explore future projects that integrate MMLA and IA in new ways.
Title: Analyzing learning with speech analytics and computer vision methods: Technologies, principles, and ethics
Authors: Elizabeth Dyer, Cynthia D’Angelo, Nigel Bosch, Christina (Stina) Krist, Joshua Rosenberg
This half-day workshop focuses on video and audio data collection methods that allow researchers to effectively use emerging computer-focused analytical methods (e.g., speech analytics and computer vision techniques) in combination with human-focused analysis (e.g., qualitative analysis). Video and audio recordings are an increasingly common data source for examining the complexities and nuances of learning in situ. To date, analysis of video and audio data of learning has been unable to fully leverage computational methods that take advantage of this richness, especially with visuospatial and acoustic features (as opposed to textual extractions; e.g., transcripts).
Recent advances in computer vision, coupled with existing speech analytics methods, make it feasible to identify theoretically and practically important features from video that matter for examinations of learning. Additionally, these computational methods for video and audio data are likely to be most powerful when integrated with human-conducted analysis and decision-making, such as the computational grounded theory methodological framework. However, these new computational methods require different technical specifications for video and audio data than human-focused analysis, many of which must be decided and set before recording occurs.
In this workshop, we will share new principles for collecting audio and video data so that they can be used with innovative computational methods. Specifically, participants in this workshop will:
- Become familiar with innovative computational methods (e.g., computer vision and speech analytics) that can be used directly with audio and video data (e.g., OpenPose: automated detection of body positioning in video), and consider how computational methods can be used with human-focused analysis to develop new theory in the learning sciences.
- Understand which features of audio and video data have a large influence on whether computational methods can be applied successfully.
- Develop principles and strategies for collecting audio and video data in learning environments that increases the successful application of computational methods, including equipment positioning, recording formats and codecs, and equipment features or specifications.
- Consider ethical implications of using innovative computational methods, both in terms of ethics of conducting research with these methods and potential uses of these methods for education practice and policy.
- Contribute to a collective methodological research agenda and goals for future development of existing computer vision and speech analytics methods for learning sciences research.