Humans of Learning Sciences

Humans of Learning Sciences
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Humans of Learning Sciences

Humans of Learning Sciences aims to amplify the diverse perspectives of scholars in the Learning Sciences. Rather than focusing on interviewee's research agendas or scholarly accomplishments, Humans will foreground what's typically unspoken: Why we do what we do, what inspires and challenges us, and what we have learned about ourselves and others by studying and supporting learning across settings. Humans of LS is co-produced by Dr. Mon-Lin Monica Ko and Andrew Gregory Krzak, with generous support from the Learning Sciences Research Institute at the University of Illinois at Chicago.

  1. Dr. Antti Rajala - University of Eastern Finland and Dr. Moises Esteban Guitart - University of Girona: Employing Utopian Methodologies in Research and Practice

    2023/12/20

    Dr. Antti Rajala - University of Eastern Finland and Dr. Moises Esteban Guitart - University of Girona: Employing Utopian Methodologies in Research and Practice

    When you hear the word Utopia - what comes to mind? The images that it conjures up for you may seem unimaginable in the context of ecological crises, multiple wars, political strife, and the pandemic that characterizes our world.  Today, I get to talk with two scholars who are working to help us understand this idea of utopian methodologies – a research approach that can help us envision, implement, sustain, and critically evaluate educational activity systems – an approach that can help us take concrete, actionable steps that can guide us toward a more just future in our work as learning scientists.  My guests today are Drs. Antti Rajala and Moises Esteban Guitart. Antti is a Senior Researcher at the School of Educational Sciences and Psychology at the University of Eastern Finland. Moises is a Professor of Psychology and the Director of the Institute of Educational Research of the University of Girona. ------------------- Works Discussed: Esteban-Guitart, M., Iglesias, E., Serra, J. M., & Subero, D. (2023). Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education. Anthropology & Education Quarterly, 54(3), 307–317. https://doi.org/10.1111/aeq.12451 Esteban-Guitart, M. & Moll. (2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, 20, 31–48. https://doi.org/10.1177/1354067X13515934 Rajala, A., Cole, M., & Esteban-Guitart, M. (2023). Utopian methodology: Researching educational interventions over multiple timescales. Journal of the Learning Sciences. Rajala, A., Jornet, J., & Accioly, I. (2023). Utopian methodologies to address the social and ecological crises through educational research. In C. Damsa, A. Rajala, G. Ritella, & Brower, J. (Eds.), Re-theorizing learning and research methods in learning research, New Perspectives on Learning and Instruction, London: Routledge.

    55 分鐘
  2. Dr. Thomas M. Philip - University of California at Berkeley and Dr. Jeremy Roschelle - Digital Promise: Humanism at the dawn of the AI age: teacher roles as generative AI enters the classroom

    2023/08/23

    Dr. Thomas M. Philip - University of California at Berkeley and Dr. Jeremy Roschelle - Digital Promise: Humanism at the dawn of the AI age: teacher roles as generative AI enters the classroom

    If you’ve been listening to the news over the last few months, you know that there’s been incredible interest, debate, and lots of speculation about the use of artificial intelligence (AI) technologies in the years to come. I’ve been really interested in the kinds of verbs and metaphors that have been used to describe the relationship between humans and AI - as collaborators, as replacements, or as a form of surveillance, for instance. And, I've been curious about the view that learning scientists take on these emerging technologies. I’m thrilled to be bringing together two scholars who have been thinking about this –  both the opportunities and challenges that arise as AI technologies make their way into schools and classrooms.  Today, we’ll be in conversation with two scholars whose works I’ve LONG admired. We’ll be talking with Drs. Jeremy Roschelle and Thomas M. Philip. Jeremy is the Executive Director of Learning Sciences Research at Digital Promise, and Thomas is Professor and Director of the Teacher Education program at the University of California, Berkeley. --- Works Discussed: Philip, T.M., Souto-Manning, M., Anderson, L., Horn, L., Carter Andrews, D., Stillman, J., & Varghese, M. (2018). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251-264.   Philip, T.M., Gupta, A., Elby, A., & Turpen, C. (2018). Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare. Journal of the Learning Sciences, 27(2), 183-223.   Philip, T.M., Olivares-Pasillas, M. C., & Rocha, J. (2016). Becoming racially literate about data and data literate about race: A case of data visualizations in the classroom as a site of racial-ideological micro-contestations. Cognition and Instruction, 34(4), 361-388.   Roschelle, J. (2020). A review of the International Handbook of Computer-Supported Collaborative Learning 2021. International Journal of Computer-Supported Collaborative Learning, 15(4), 499–505.   Roschelle, J., Mazziotti, C. & Means, B. (2021). Scaling Up Design of Inquiry Environments. In C. Chinn & R.G. Duncan et al (Eds.), International Handbook on Learning and Inquiry. Routledge. ISBN 9781138922600   Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276.

    50 分鐘
  3. Dr. Jennifer Langer Osuna - Stanford University and Dr. Karlyn Adams Wiggins - Portland State University: Classroom collaboration as a site for understanding identity, authority, becoming

    2023/07/20

    Dr. Jennifer Langer Osuna - Stanford University and Dr. Karlyn Adams Wiggins - Portland State University: Classroom collaboration as a site for understanding identity, authority, becoming

    If you’ve ever been a part of a team, you no doubt have had experiences with successful and not-so-successful collaborations.  What makes collaborations fruitful, and, why and when do they stall or dead-end? Our field has been grappling with these questions for quite some time, both in virtual and in-person learning environments. Collaborations typically involve two or more learners who come together to jointly analyze problems and develop a plan or solution to address it. But, my guests today want to problematize this straightforward notion of collaboration, and push us to think about collaboration not just as a process of joint knowledge construction, but as a situated process in which students exercise agency, navigate and even shift power dynamics, and negotiate their social and intellectual authority and identity.  Our guests today are Drs. Jennifer Langer Osuna and Karlyn Adams-Wiggins. Jenny is an Associate Professor at the Graduate School of Education at Stanford University, and Karlyn is an Associate Professor of Applied Developmental Psychology at Portland State University.  --- Works Discussed: Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational psychologist, 35(4), 227-241. Langer-Osuna, J. M., Gargroetzi, E., Munson, J., & Chavez, R. (2020). Exploring the role of off-task activity on students’ collaborative dynamics. Journal of Educational Psychology, 112(3), 514–532. https://doi.org/10.1037/edu0000464 Langer-Osuna, J. M. (2018). Exploring the central role of student authority relations in collaborative mathematics. ZDM, 50(6), 1077–1087. https://doi.org/10.1007/s11858-018-0965-x Stetsenko, A. P. (2020). Critical Challenges in Cultural-Historical Activity Theory: The Urgency of Agency. Cultural-Historical Psychology, 16(2), 5–18. https://doi.org/10.17759/chp.2020160202 Adams-Wiggins, K. R., & Dancis, J. S. (2023). Marginality in inquiry-based science learning contexts: the role of exclusion cascades. Mind, Culture, and Activity, https://doi.org/10.1080/10749039.2023.2178014 Adams-Wiggins, K. R., & Taylor-García, D. V. (2020). The Manichean division in children’s experience: Developmental psychology in an anti-Black world. Theory & Psychology, 30(4), 485–506. https://doi.org/10.1177/0959354320940049

    49 分鐘
  4. Dr. Antero Garcia - Stanford University and Dr. Nicole Mirra - Rutgers University: Literacy to advocate for justice in an often unjust world

    2023/05/22

    Dr. Antero Garcia - Stanford University and Dr. Nicole Mirra - Rutgers University: Literacy to advocate for justice in an often unjust world

    We talk with Drs. Nicole Mirra and Antero Garcia. These two scholars are long-time collaborators, and, if I did the math right, have co-authored 25 books, conference proceedings, journal articles, together. Both of our guests today are associate professors in Graduate Schools of Education on opposite coasts of the United States: Nicole at Rutgers, The State University of New Jersey, and Antero is at Stanford University, in Palo Alto, California. Their collaboration spans about a decade, and has most recently resulted in a book entitled CIVICS for the World to Come: Committing to Democracy in Every Classroom. Today, I get the wonderful privilege to pick their brains about their collaboration, civic engagement, why its important to center the ingenuity of young people and how to dream up a more just future. Works discussed: Civics for the World to Come: Committing to Democracy in Every Classroom a book by Nicole Mirra and Antero Garcia. (2023). https://wwnorton.com/books/9781324030218 Garcia, A., & Mirra, N. (2023). Other suns: Designing for racial equity through speculative education. Journal of the Learning Sciences, 32(1), 1–20. https://doi.org/10.1080/10508406.2023.2166764 Mirra, N., & Garcia, A. (2022). Guns, Schools, and Democracy: Adolescents Imagining Social Futures Through Speculative Civic Literacies. American Educational Research Journal, 00028312221074400. https://doi.org/10.3102/00028312221074400 Mirra, N., & Garcia, A. (2020). “I Hesitate but I Do Have Hope”: Youth Speculative Civic Literacies for Troubled Times. Harvard Educational Review, 90(2), 295–321. https://doi.org/10.17763/1943-5045-90.2.295

    1 小時 7 分鐘
  5. Dr. Ann Ishimaru - University of Washington and Dr. Bill Penuel - University of Colorado at Boulder: Building and sustaining partnerships within and across education systems

    2023/04/26

    Dr. Ann Ishimaru - University of Washington and Dr. Bill Penuel - University of Colorado at Boulder: Building and sustaining partnerships within and across education systems

    Today I get to be in conversation with two scholars who have been working hard to help us think about how partnerships can lead to educational justice. My guests are Dr. Bill Penuel and Dr. Ann Ishimaru. Bill is the Distinguished Professor of Learning Sciences & Human Development in the School of Education and a faculty member at the Institute of Cognitive Science at the University of Colorado Boulder.  Ann is the Bridge Family Associate Professor in the College of Education and the Director of the Just Ed Leadership Institute at the University of Washington.  Works cited: Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships. Educational Researcher, 51(3), 197–208. https://doi.org/10.3102/0013189X211069073 Farrell, C. C., Singleton, C., Stamatis, K., Riedy, R., Arce-Trigatti, P., & Penuel, W. R. (2023). Conceptions and Practices of Equity in Research-Practice Partnerships. Educational Policy, 37(1), 200–224. https://doi.org/10.1177/08959048221131566 Ishimaru, A. M. (2019). Just schools: Building equitable collaborations with families and communities. Teachers College Press. Ishimaru, A. M., & Bang, M. (2022). Designing with Families for Just Futures. Journal of Family Diversity in Education, 4(2), Article 2. https://doi.org/10.53956/jfde.2022.171

    55 分鐘

  6. 2022/12/15

    Dr. Matt Brown - Inquirium, LLC: Designing to Support Learning Beyond the Lifespan of a Grant

    Our final episode of season 1 of Humans of Learning Sciences is with Dr. Matt Brown. Matt is a co-director at Inquirium, a design company that works collaboratively with clients to identify learning goals, and then develop custom learning environments and solutions to meet those goals. Inquirium has taken on vastly different projects, from designing exhibits at museums to developing data visualizations to help teachers track student growth. As you’ll find out in today’s conversation, Inquirium’s approach to tackling these TRANSdisciplinary, MUTIimodal problems is grounded in part, grounded in Matt’s experience as a learner, as a teacher, as well as in his training as a learning scientist. He talks about how products that are built through grant funded projects are often fantastic, but typically lack that final 10% of refinement and polish that can really make 90% of the difference in terms of long-term teacher uptake. We also talk about the scariness of starting a company with other burgeoning learning scientist at a time when the field was new – and how they distinguish themselves from other design firms with their focus on learning, and yet, also adopted existing practices and workflows from disciplines like architecture, to streamline their work. You won’t want to miss this one – especially if you love the design aspect of the field and are looking for non-academic positions in which to use your skill set and perspective as a learning scientist. Works Cited https://www.inquirium.net/

    1 小時 1 分鐘

  7. 2022/10/26

    Dr. Philip Vahey - Houghton Mifflin Harcourt: The Productive Messiness of Interdisciplinary Collaboration

    My guest today is Dr. Phil Vahey, the Director of Applied Learning Sciences at Houghton Mifflin Harcourt, or HMH. Prior to this role, he was the director of mathematics learning environments at SRI International’s Center for Learning Technologies. There he researched the use of dynamic technologies to help students learn difficult math concepts for over 20 years. If you've ever taught preschool children, you might be familiar with early math with Gracie and friends, or early science with Miko and Nora. Phil had a hand in creating both of these curricula and apps designed to support early mathematics and science learning. Here are two key things that emerge in this conversation that I think are worth paying close attention to. First, Phil talks about how he made his decision to go directly to a research institute out of graduate school. Second, we discuss the different ways we can think about “making an impact” as a learning scientist. We also discuss the challenges that arise when you work in interdisciplinary teams – even when you, a priori, seem to have shared goals and language about the problems you want to address. We get to hear about the messy “behind the scenes” problem solving that is necessarily a part of what it means to work on hard problems, and talk about the design tradeoffs you make as a result alleviating those tensions.  This is a particularly fascinating conversation for those of you who are interested in educational technologies and pursuing a career outside of academia. As always, email us with your comments and questions. The source materials will be linked in the episode description. Our email is HumansLSpod@gmail.com. Works Discussed Vahey, P. J., Reider, D., Orr, J., Lewis Presser, A., & Dominguez, X. (2018). The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process. International Journal of Designs for Learning, 9(1), 135–148. https://doi.org/10.14434/ijdl.v9i1.23080   Vahey, P., Knudsen, J., Rafanan, K., & Lara-Meloy, T. (2013). Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics. In C. Mouza & N. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 15–30). Springer. https://doi.org/10.1007/978-1-4614-4696-5_2    Zahner, W., Velazquez, G., Moschkovich, J., Vahey, P., & Lara-Meloy, T. (2012). Mathematics teaching practices with technology that support conceptual understanding for Latino/a students. The Journal of Mathematical Behavior, 31(4), 431–446. https://doi.org/10.1016/j.jmathb.2012.06.002

    1 小時 7 分鐘

  8. 2022/08/30

    Dr. Déana Scipio - IslandWood: Working Toward Environmental Justice Through Liminal Learning

    My guest today is Dr. Déana Scipio. Her career has focused on broadening the participation of non-dominant youth in rich meaningful learning, with a focus on environmental education. She's currently Director of Graduate and Higher Education Programming at IslandWood. If you’ve never heard of IslandWood - you’ll have to do some digging either before or after listening to this episode. It is a residential environmental education nonprofit that offers programming in the Seattle region for people of all ages. The goal of IW is to deepen people’s understanding of the world around them and, in turn, help people understand the impact they can have on their environment. The IslandWood campus is a place that supports learning in ways that are much more expansive than how schools are designed today. If you step on campus, you’ll find students exploring a bog, climbing a tree house, working in gardens, or gathering in a floating classroom; indoors, you’ll see students work in the wet lab or at art studio. Through their exploration in this expansive place, students are learning about science, math, art and social studies – as it is situated, expressed, and manifested in nature. I found myself wanting to bring my family there so I could experience Island Wood first hand! In our conversation today, Dé unpacks what I see as the theory of action that underlies the graduate programming that she directs at Island Wood – and how intersectionality, positionality, and humility are pivotal to shifting the graduate students view of themselves, their environment, and their students – all in support of environmental justice. We talk about her personal and professional  experience– as a student at Island Wood, as a graduate student, museum educator, director, and daughter and sister – all contribute to the vision of learning that she aspires to support at Island Wood. The one word I kept coming back to long after the interview was conducted was liminality – the ability to move across boundaries and spaces. It perfectly encapsulates Dé – and that word reminded me that we need to push on the disciplinary silos that we often feel constrained to when we study and support learning. As always, email us with your comments and questions. The source materials will be linked in episode description. Our email is HumansLSpod@gmail.com. Works discussed: Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55(5–6), 269–284. Thompson, J., Mawyer, K., Johnson, H., Scipio, D., & Luehmann, A. (2021). From Responsive Teaching Toward Developing Culturally and Linguistically Sustaining Science Teaching Practices. About IslandWood: https://vimeo.com/310153084  and https://vimeo.com/695819281 Hayhoe, K. (2021). Saving Us: A Climate Scientist’s Case for Hope and Healing in a Divided World. Atria/One Signal Publishers.

    1 小時 12 分鐘
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簡介

Humans of Learning Sciences aims to amplify the diverse perspectives of scholars in the Learning Sciences. Rather than focusing on interviewee's research agendas or scholarly accomplishments, Humans will foreground what's typically unspoken: Why we do what we do, what inspires and challenges us, and what we have learned about ourselves and others by studying and supporting learning across settings. Humans of LS is co-produced by Dr. Mon-Lin Monica Ko and Andrew Gregory Krzak, with generous support from the Learning Sciences Research Institute at the University of Illinois at Chicago.

資訊

  • 創作者
    Humans of Learning Sciences
  • 活躍年代
    2022年 - 2023年
  • 集數
    14
  • 年齡分級
    兒少適宜
  • 版權
    © Humans of Learning Sciences
  • 節目網站
    Humans of Learning Sciences

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