A weekly webinar series about good practices of learning together online
The COVID-19 pandemic has changed school and higher education on a global scale with the rise of online teaching and learning. The Computer-Supported Collaborative Learning (CSCL) community of the International Society of the Learning Sciences (ISLS) together with the Network of Academic Programs in the Learning Sciences (NAPLeS) is offering a live webinar series with presentations as well as Q & A about effective practices, approaches, and tools for fostering a sense of co-presence and community in online teaching and learning. Live streaming of the webinar and participation in the Q&A session is free of charge for you – a service supported by the CSCL community of ISLS and NAPLeS. This webinar series is particularly interesting for practitioners teaching in schools and higher education who want to engage with experts on research and practice in computer-supported collaborative learning.
On Wednesdays, January 13th – April 7th 2021 – 3:00 – 4:00 pm (GMT, London UK)
Please find more information and abstracts about the first six webinars below. If you miss the live sessions, then you can always watch the recordings of the same link soon after
13 Jan 2021 3:00 pm GMT
Tom Moher, UIC
Title: Emplaced inquiry for displaced learners
Abstract: The approach he will present targets classroom communities in which some or all students have been “displaced” from the physical classroom, or in which movement within the classroom is limited by social distancing constraints. He will focus in particular on supporting activities in which a student’s location in the classroom conditions their affordances for participation in collective inquiry and community knowledge construction.
20 Jan 2021 3:00 pm GMT
Remi Kalir, University of Colorado, Denver
Christina Cantrill, Associate Director, National Programs, National Writing Project;
Jeremy Dean, Vice President Education, Hypothesis;
Cherise McBride, California Teacher Education Research and Improvement Network Doctoral Research Fellow, University of California Berkeley;
Dane Stickney, Senior Instructor, University of Colorado Denver
Title: Social Annotation as Justice-Oriented Collaborative Dialogue Among K12 Educators
Abstract: This presentation will introduce social annotation (SA) as an effective approach to online collaborative learning through practices and tools that enable the annotation of digital resources for information sharing, social interaction, and knowledge construction. Our team of five presenters–with expertise as teacher educators, learning scientists, literacy researchers, and educational technology leaders–will share guidelines for the design of learning environments and activity facilitation that feature SA as a means of examining and discussing topics of educational equity and justice. Specifically, we will share strategies for how teacher educators can productively facilitate justice-oriented collaborative dialogue via SA and engage K12 pre-service and in-service classroom teachers in SA activities as relevant to professional learning, digital pedagogy, and online student learning. Furthermore, our presentation will demonstrate how the Marginal Syllabus, a public CSCL initiative and curricular resource, supports teacher educators to leverage SA for collaborative dialogue about equitable and just educational practices.
27 Jan 2021 3:00 pm GMT
Hui-Ling Sunshine Malone, Sarah C. Radke, Kristin Fisher, Molly L Kelton, Alison White, Robert Danielson, David Garcia, Jasmine Y Ma; New York University
Title: Learning in and with Community
Abstract: In this webinar, we will present about our tools, procedure, and scaffolds that focus on the process of building community. Virtual learning configurations have intensified the need for community building within learning groups and making connections with communities beyond in order to develop inclusive, equity oriented, and generative spaces and enrich learning experiences for students, teachers, community groups, and preservice educators.
03 Feb 2021 3:00 pm GMT
Armin Weinberger, Saarland University
Title: Learning together online through Peer Review
Abstract: Learning through peer review has been applied across all age groups, from primary education to adult education. There has been a focus on higher education with a pronounced interest to attain competencies in arguing within a domain of study and deal with complex problems. Depending on grade level, students would need differently specified additional scaffolding, but have always been found to be more productive learning together with a peer review structure than without.
10 Feb 2021 3:00 pm GMT
Deanna Kuhn and Mariel Halpern, Columbia University
Title: The Power of Technology to Get Students Thinking
Abstract: Educators now largely agree that listening passively to a talking head – electronic or live – is not how children (or adults) learn best. From early years on, students need to engage their intellects with peers, by sharing and thinking through ideas. Doing so serves as invaluable practice for the communicative and collaborative demands of adult life. To support this effort technology is at the ready; indeed for now communicating electronically is the sole option available to very many students and teachers. Yet it has served at most scattered use for this most important purpose of serious student-to-student talking and thinking. In March 2020, we quickly adapted for online implementation our week-long, full-day, in-person workshop immersing middle-schoolers in extended debate of serious topics. Moving entirely online, we observed anticipated positive outcomes plus some further unexpected benefits.
17 Feb 2021, 3:00 pm GMT
Anuli Ndubuisi, University of Toronto
Title: Promoting Engineering Students’ Intercultural Communication and Diversity Understanding
Abstract: Anuli Ndubuisi is an engineering education researcher at University of Toronto’s International Virtual Engineering Student Teams (InVEST) project. She is also an active member of Encore Lab at Ontario Institute for Studies in Education (OISE). Anuli holds a B.Eng. in civil engineering and an MBA in Engineering Business Management from University of Manchester, United Kingdom. She began her career with Royal Dutch Shell where she worked for 16 years in various capacities. Prior to OISE, Anuli delivered global technology consulting and online trainings to engineering projects across multiple countries in the energy industry. Anuli is highly interested in collaborative online international learning and the effective use of educational technologies to enhance students’ learning experiences.