June 8, 2021
Thought Leadership

2021 International Society of the Learning Sciences Annual Meeting

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June 8, 2021
Thought Leadership
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Aggregating Learning Sciences Knowledge Through Collaboratories (Tutorial)

Conference Dates: June 8-11, 2021

Organizers: Britte Haugan Cheng, Tiffany Lee Clark, Ann Edwards, Timothy Podkul

TUTORIAL DESCRIPTION
This half-day tutorial will share insights about collaboratories and their value as an innovative structure to support learning sciences challenges. Collaboratories foster a better understanding of how implementation contexts and designs of tools and practices interact, how to share this design knowledge, how to aggregate insights from researcher and practitioner partnerships, and how to use these insights to support scaling of tools and practices.

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Five Characteristics of Project-Based Learning 2021 American Educational Research Association (AERA) Virtual Annual Meeting

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Research

Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin

Adah Miller, E., Makori, H., Akgun, S., Miller, C., Li, T., & Codere, S. (2022). Including teachers in the social justice equation of project-based learning: A response to Lee & Grapin. Journal of Research in Science Teaching, 1– 7.

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Research

The Impact of Project-Based Learning on AP Exam Performance

Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach.

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Research Award

Equity-Centered Learning Environments (ECLEs) 

LER funded four research teams who are engaged in ongoing research addressing equity and student-centered learning in educational contexts across the country.

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Research Award

Democratic Knowledge Project

The Democratic Knowledge Project is a project-based learning civics initiative that includes a year-long 8th-grade civics curriculum, Civic Engagement in Our Democracy.

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Research

Mapping Enabling Conditions for High-Quality PBL: A Collaboratory Approach

This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools.

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Research

Designing Project-Based Learning Curricula

This paper provides instructional designers with guidance on how to design high-quality PBL curricula, drawing on the LER research base, the learning science literature, and best practices from the field. To provide developers with guideposts that can inform design decisions, the paper describes a set of design principles that can support the creation of content-rich, student-centered experiences.

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Research

Interdisciplinary Education: Literature Review and Landscape Analysis  

Related to project-based learning, interdisciplinary education can create more relevant learning experiences for all students. This report, produced by RTI International for Lucas Education Research, explores the field of interdisciplinary education through an extensive literature review and landscape analysis. In both parts of the report, RTI examines the definitions of interdisciplinary education; how, where, and why the approach is practiced; and finally the existing research, resources, and structures for interdisciplinary education.

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Research

Motivating Teaching, Sustaining Change in Practice

Miller, E.C., Severance, S., and Krajcik, J. (2021). Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts, Journal of Science Teacher Education, 32:7, 757-779 In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice – and sustain in these changes in practice […]

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Research Award

Enabling Conditions Collaboratory

The Enabling Conditions Collaboratory brought together four research teams to work towards understanding the conditions that support high-quality PBL.

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Research

Project-Based Learning in San Francisco: Research Study Sparks Middle School Science Curriculum

When the San Francisco Unified School District (SFUSD) was looking for a new middle school science curriculum in 2016, it sought a program that would align with the new Next Generation Science Standards and the district’s equity goals.

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