[ITSA] Fwd: Workshop on Social, Motivational and Affective Dimensions of Learning: Call for Participation

[Seann Dikkers]

CFP

---------- Forwarded message ----------
From: Christine Greenhow <greenhow at msu.edu>
Date: Tue, Mar 25, 2014 at 10:33 AM
Subject: Workshop on Social, Motivational and Affective Dimensions of
Learning: Call for Participation
To: AERA_DIVISION_C-ANNOUNCE at listserv.aera.net


Colleagues,

Please email the workshop organizers directly if interested. Thank you!

*ICLS Pre-Conference workshop on Social, Motivational and Affective
Dimensions of Learning through Social Interaction: Call for Participants
and Proposals*

*SOCIAL, MOTIVATIONAL AND AFFECTIVE DIMENSIONS OF LEARNING THROUGH SOCIAL
INTERACTION*

Call for Participants and Presenters at ICLS pre-conference workshop, June
23,  https://sites.google.com/site/smaworkshop2014/


*BACKGROUND*

There is strong evidence of the cognitive benefits of
collaborative-sense-making through talk and dialogue. However, it is often
challenging to *elicit *and *sustain *student participation in such
practices. This workshop emerges from growing enquiry across the learning
sciences on the social, motivational and affective dimensions of learning
through social interaction. Examining and integrating such dimensions in
empirical research on learning through social interaction raises
fundamental methodological, conceptual and theoretical issues for the field.


*GOALS*

This workshop seeks to bring together scholars that are active in this
emergent area of inquiry in the learning sciences. It aims to attract
participants from a range of disciplinary and research traditions, both
from within the Learning Sciences, as well as from adjacent research
traditions (e.g., classroom dialogue research, CSCL, cooperative learning,
argumentation, disciplinary teaching practices, HCI, positioning,
motivation, and learning analytics), who use a range of methodological
tools (experimental, discursive, ethnographic and computational).  We aim
to critically examine the following issues:

·   How can social, motivational and affective dimensions of learning be
observed in learning interactions and dialogue, and how can they be
distinguished from cognitive processes?

·   What are the theoretical and methodological challenges of measuring
social-affective- motivational dimensions of learning through social
interaction? (Particularly in light of new technologies for learning that
provide new forms of data on learning processes.)

·   How might we leverage new forms of evidence on learning processes to
adapt instruction, in order to better support productive learning through
dialogue in practice?

*APPROACH*

This will be a full day workshop consisting of 6-8 short presentations of
position papers, followed by focused discussion groups on critical
methodological, conceptual and evidentiary issues. Small-group discussions
will be moderated by assigned moderators. The intended outcome of this
workshop is a special issue submission to a peer-reviewed journal, based on
a selection of the position papers.


*WAYS TO PARTICIPATE*

*Option 1*: Present a Position Paper (15 min). We seek provocative position
papers (1,000 -2,000 words) that help to stimulate discussion on
theoretical and methodological issues.

*Option 2*: Join the Discussion. Submit a letter of intent with a short bio
that described how your (prospective) program of research examines social,
motivational and affective dimensions of learning interactions.

Further information: https://sites.google.com/site/smaworkshop2014/


*KEY DATES:*

*April 1: *Submission of position papers and /or Letter of intent

*April 24*: Notification of acceptance for general participation or
position paper (in time to register for ICLS Early Bird discount)

*June 15*: Presenters upload position papers on the workshop website.



*ORGANIZERS*

Christa Asterhan (Hebrew University of Jerusalem) asterhan at huji.ac.il

Sherice Clarke (University of Pittsburgh) sclarke at pitt.edu



*Workshop Program Committee:*

Jerry Andriessen (Wise & Munro)

Roger Azevedo (NC State)

Michael Baker (CNRS - TelecomParisTech)

Ryan Baker (Teachers College, Columbia University)

Leema Berland (UW-Madison)

Sten Ludvigsen (University of Oslo)

Einat Metzuyanim (Israel Institute of Technology)

Amy Ogan (CMU)

Carolyn Penstein Rosé (CMU)
Stanton Wortham (U Penn)
Deoksoon Kim (University of South Florida)



Christine Greenhow
Assistant Professor
Counseling, Educational Psychology, and Special Education
College of Education
Michigan State University
greenhow at msu.edu
Website: http://www.cgreenhow.org
Twitter: @chrisgreenhow <http://www.twitter.com/chrisgreenhow/>
Facebook: christinegreenhow <http://www.facebook.com/christine.greenhow>
 * LinkedIn: christinegreenhow<http://www.linkedin.com/in/christinegreenhow>

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-- 
Seann M. Dikkers, PhD
Assistant Professor, Educational Studies

388 McCracken Hall
Dept. Educational Studies
The Gladys W. and David H. Patton College of Education
Ohio University
Athens, OH 45701

Gaming Matter @ http://www.gamingmatter.com
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