Before paying for workshops please confirm with the organizer that your application to attend the workshops you applied for has been accepted. Please see individual workshop descriptions for information on whether a particular workshop has an application process, and how to apply

To register for the workshop please click here

Find out here the details of our workshops:


Designing Knowledge-In-Use Assessment Tasks and Rubrics to Assess and Promote Deep Learning in Science Classrooms

Ticket name: ICLS workshop 1

Date, time: 23rd June, 9:00 am to 18:00 pm

Organisers: Christopher J. Harris, Joseph Krajcik Joseph, Samuel Severance, James Pellegrino, Sania Zaidi, Brian Gane

Abstract: Contemporary views on learning highlight the value of learning goals that focus on using and applying knowledge in the context of disciplinary activity. The emphasis on knowledge-in-use learning goals requires assessments with new types of tasks and situations that call upon students to demonstrate well-integrated learning. Accordingly, new design approaches are needed for creating these assessments. In this workshop, participants will learn a broadly accessible approach to the development of high-quality assessments that elicit knowledge-in-use performance. Led by a multi-institutional team that has been collaborating for four years on the design of knowledge-in-use assessments, participants will be introduced to a principled design approach that follows the evidentiary reasoning of evidence-centered design. Facilitators will illustrate the approach in the context of designing assessment tasks and rubrics that reflect the vision for science proficiency that is articulated in the U.S. Next Generation Science Standards, the Finnish Standards, and the standards of other nations that focus on competencies and science proficiency.

In this interactive and participatory workshop, participants will engage in facilitated activities and discussion to build expertise in the “why and how” of designing assessment tasks that elicit integrated performance of disciplinary core ideas, science practices, and crosscutting concepts. Interspersed throughout the day will be presentations by the facilitators to introduce techniques that participants will apply during the small group work. Participants will learn about key challenges and solutions surrounding developing assessment for knowledge-in-use and learn how to:

  • develop assessment tasks using an intentional and explicit process in which the evidence for students’ proficiency is used to guide development
  • articulate multi-dimensional evidence statements that align to the learning goals and assessment tasks
  • create rubrics that are explicitly linked to the evidence provided by assessment tasks
  • evaluate tasks for the extent to which they elict multiple dimensions of science proficiency

This workshop is intended for ICLS participants who have an interest in measuring knowledge-in-use within classroom settings as well as those who have interests related to applications in research and evaluation and large-scale national and international assessment programs. While expected learning outcomes from the workshop will be applicable to a range of disciplines and grade levels, the examples and focus will come from science at the middle school level. This workshop will be valuable to researchers who want to learn an approach to designing valid and reliable assessments of new science learning goals that emphasize knowledge-in-use.


Conceptual and practical tools for analysing pedagogical discourse in teacher teams

Ticket name: ICLS workshop 2

Date, time: 23rd June, 9:00 am to 18:00 pm

Organisers: Christa Asterhan, Ilana Horn, Adam Lefstein, Dana Vedder-Weiss

Abstract: A growing research base highlights the importance of teachers’ on-the-job interactions with colleagues for their professional learning, and in particular, the quality of teacher-teacher discourse on problems of practice. However, whereas student and classroom discourse has been an object of research and tool development for over four decades, discourse among teachers is a relatively new venue of study and poses many challenges. This workshop aims to bring together researchers working on this issue to share their experience, try out different analytic schemes and develop avenues for collaboration. The following questions will be addressed:

  • How do we define productive teacher discourse that promotes work-place learning and professional development?
  • How can productive teacher discourse be measured?
  • How can we address the methodological challenges of quantifying teacher team discourse?
  • What are the respective affordances and the limitations of different analytical approaches to teacher discourse?
  • What are the key questions for future research on teacher discourse?

To explore these questions, this full day workshop combines round table discussions, to expose participants to a wide range of different analytical tools, research approaches and settings, with hands-on data analysis activities, to gain a deeper understanding of key issues involved. A concluding discussion about issues arising and directions for future work will be led by an expert panel: Leema Berland (University of Wisconsin), Ilana Horn Seidel (Vanderbilt University), David Williamson Shaffer (University of Wisconsin), and Julia Snell (Leeds University).

Both new and experienced researchers in the field of teacher discourse analysis and teacher learning are invited to join the workshop. That is: those who are actively researching, are interested in researching, or want to learn more about the theory and analytical tools that are being developed in the field of teacher team discourse analysis. Two types of participant are invited:

Presenting participants are those who actively research teacher professional discourse, have developed analytical tools to analyze these interactions, and are interested in discussing potential avenues for research collaboration (comparative study, special issue, etc.). They will, in addition to being full participants in the day’s activities, present their analytical approach and research at a roundtable discussion in the workshop. Presenting participants will be asked to submit a 1-2 page letter of interest that states their qualifications, provides a short presentation of their theoretical framework, their analytical approach and tools, the settings studied and some findings (if available). If you are interested in being a key contributor, please send your letter of interest to Dana Meshulam at by April 22.

Non-presenting participants are expected to engage in the day’s activities, take part in hand-on coding activities and participate in discussions. Participants with limited or no experience, but who are interested in learning more about this topic, are also encouraged to register.

Click here to know more about this workshop.

If you have any questions you can send them to Dana Meshulam at


Analysing Epistemic Growth: Applying the AIR Model to Promote and Analyse Epistemic Cognition

Ticket name: ICLS workshop 3

Date, time: 23rd June, 9:00 am to 18:00 pm

Organisers: Clark Chinn, Ravit Golan Duncan, Sarit Barzilai, and Ronald Rinehart

Abstract:In this full day workshop, the AIR model of epistemic cognition (Barzilai & Chinn, in press; Chinn, Rinehart, & Buckland, 2014) will be used as a basis for defining the goals of epistemic growth and analyzing whether this growth has been achieved in oral and written epistemic discourse.

If you are interested in how people think and reason, and how to promote and analyse growth in thinking and reasoning, this workshop may be of interest to you.  The goals of the workshop are to improve our understanding of (1) how to conceptualize epistemic growth and (2) how to analyze discourse data (oral and written discourse) in ways that capture whether epistemic growth is occurring. We will also discuss elements of instruction (including teacher discourse but also other design features) that can promote epistemic growth.

We are framing the workshop around the AIR model of epistemic cognition, which posits that epistemic cognition includes three central components: (A) Aims and value are the kinds of knowledge individuals and communities set to achieve (aims), such as knowledge that fits high-quality evidence, and the importance of that knowledge (value). (B) EpistemicIdealsare the criteria used to evaluate whether epistemic aims have been achieved and the quality of resulting products such as evidence or models. (C) Reliable epistemic processesare the diverse processes used to achieve epistemic aims, such as protocols for carrying out observations or conducting experiments, processes of argumentation and critique, and so on.  We have found the AIR model to be highly fertile for analysis of discourse because it specifies broad, productive categories for analyzing epistemic cognition (including epistemic discourse).  Accordingly, researchers working in different fields can flexibly operationalize these categories to fit their domain.  The workshop organizers have productively used the AIR model to analyze epistemic cognition, epistemic discourse, and epistemic growth in diverse settings, from gaming and model-based inquiry to historical reasoning.

We encourage participants to bring to the workshop two to three pages of transcribed data in which students exhibit epistemic thinking or reasoning, as we will spend some of the time developing situated schemes to code participants’ data. (This is not required, however.  Participants without data can work with data brought by other participants or by the organizers.)  Through the activities and discussions, we expect that participants will enrich their understandings of what epistemic growth means, how to measure it, and how to nurture it. We expect that participants will gain a working understanding of the AIR model such that they can be better positioned to use the theoretical and analytical frameworks for their own research.


Rethinking Intelligent Support for Learning in Groups (ReISLG): Analytics, Adaptivity and Adaptability

Ticket name: ICLS workshop 4

Date, time: 23rd June, 9:00 am to 18:00 pm

Organisers: Jennifer K. Olsen, Roberto Martinez-Maldonado, Erin Walker, and Alyssa Wise

Abstract: The capture and analysis of rich data in collaborative learning environments using computational methods has long played an important role in developing understanding through the generation of insightful empirical findings and robust theoretical models of the complexity of learning in groups. However, applying data-intensive methods in authentic contexts to support collaborative learning is not straightforward. Addressing the challenges of data-driven live support has become a key area of focus for research agendas in Computer-Supported Collaborative Learning and Learning Sciences communities as well as other data-intensive technology-enhanced learning communities represented at the Festival of Learning. This workshop aims to bring together learning science theory with computational methods in service of providing in-the-moment support for collaborative learning. The primary goal of the workshop is to use a process of collaborative design and extended discussion to generate shared understandings of the sometimes divergent perspectives of these different communities around using analytics, adaptivity, and adaptability for supporting learning in groups. Additionally, this workshop aims to identify still unsolved challenges and future research lines in providing intelligent support for collaborative learning, laying the groundwork for joint research efforts.

Click here to know more about this workshop.





A Playful Assessment Approach to Research Instrument Development

Ticket name: ICLS workshop 6

Date, time: 24th June, 9:00 am to 13:00 pm

Organisers: YJ Kim and Louisa Rosenheck

Abstract: In this half-day workshop the concept of playful assessments for research will be explored. Traditional assessments aren’t always a great fit for innovative educational interventions that are student-centered and exploratory. To best study these interventions, authentic instruments or assessment tools that match the playfulness of the activity and that can measure skills and concepts beyond traditional content knowledge will be explored. This workshop will bring together designers and researchers interested in this idea, with the goal of collecting a pool of examples of high-quality playful assessments and identifying a set of design principles for creating and using them to conduct research. Participants will share examples they have used or seen, experience and reflect on a playful assessment tool as a learner, and then work together to design a prototype for a playful assessment that would support research around a real project.

Click here to know more about this workshop.


Quantitative Ethnography Workshop: Applying the Tools of Quantitative Ethnography to Your Data

Ticket name: ICLS workshop 7 — SOLD OUT

Date, time: 24th June, 9:00 am to 13:00 pm

Organisers: Brendan Eagan, Zachari Swiecki, Toshio Mochizuki, Srećko Joksimović, Cody Marquart, Morten Misfeldt

Abstract: In this interactive workshop participants will work together to analyse their own data using the tools of Quantitative Ethnography. Quantitative Ethnography is a method that combines qualitative and quantitative approaches in order to use Big Data to understand not just what learners do, but how and why they do it.

The goals of this half-day workshop are for each participant to: develop a foundational understanding of Quantitative Ethnography and two key tools for conducting Quantitative Ethnographic analyses, find a meaningful result from their own data that they can refine in future work, ideally leading to publication of a special issue on current approaches to Quantitative Ethnography. This workshop will provide an overview of the methodology and hands-on experience with two tools: Epistemic Network Analysis (ENA), which quantifies and visualizes meaningful connections in data, and rho, a new statistical method for establishing the generalizability of inter-rater reliability metrics.

This is a data-intensive workshop where you get to apply the tools of Quantitative Ethnography to your own data, discuss your results with other participants, and receive feedback from experts in Quantitative Ethnography. If you decide to participate, organisers will work with you prior to the conference to format your data for analyses at the workshop. During the workshop, you will work in small groups to analyze your data, and you will have the opportunity to present your findings to the rest of the participants. Each participant will also receive a free copy of the book Quantitative Ethnography to support their ongoing work.

For more details on Quantitative Ethnography, the workshop, and information on how to apply, click here.


Organizing and analysing computer-supported collaborative writing

Ticket name: ICLS workshop 8

Date, time: 24th June, 9:00 am to 13:00 pm

Organisers: Bram De Wever, Nore De Grez, Raija Hämäläinen, Antti Lehtinen, Stian Håklev, Jennifer Olsen, Kshitij Sharma

Abstract: The central theme of this workshop is the design, tracking and analysis of collaborative writing. The goal of the workshop is to exchange information and good practices regarding:

(1) How to design (synchronous or asynchronous) CSCL writing tasks. This includes such issues as

-How to take into account individual writing preferences?

-How to compose groups for productive collaborative writing?

-How to provide instructional support (e.g. a script) for students involved in these activities?

(2) How to analyse collaborative writing processes in different environments (such as wikis, etherpad, google docs, etc.). This encompasses:

-How to deal with the analysis of the text products and specific editing actions during the writing process (e.g. additions, deletions, relocations)?

-How to find indicators for productive collaboration?

-How to identify different strategies for collaborative writing (e.g. more sequential vs parallel working).

The aim is to gather an interdisciplinary group of researchers from different fields (learning sciences, computer sciences, etc.) that are working in the field of computer-supported collaborative writing. The workshop will focus on designing, tracking and analysing collaborative writing processes, which includes manual or automatic coding, learning analytics, data visualization, writing preferences, and/or adaptive support of CSCL writing. If your are interested, please check our website for more information on the workshop and how to register for it:


Supporting Students’ Modelling Practice Using an Online Computational Modelling Tool

Ticket name: ICLS workshop 9

Date, time: 24th June, 9:00 am to 13:00 pm

Organisers: Tom Bielik, Li Ke, Joseph Krajcik Joseph

Abstract: Modelling is a key scientific practice used by scientists. Students are expected to develop their modeling practice by planning, building, using, evaluating and revising their own models in class. This workshop will present an open-access online modeling tool, SageModeler, designed to allow secondary students to build  and revise models in order to make sense of various phenomena. Results will be shared from classroom enactments of curricular units that integrated the modeling tool, and discuss how this tool can be used for supporting and assessing students’ modeling practice, and how it can serve as a research tool to investigate students’ system thinking.

Participants are kindly asked to bring laptops or iPad devices with internet browsers such as Chrome. No need to download any materials, the modeling tool can be openly accessed in this link: For more information please contact Tom Bielik at


Collaborative learning, interdependence, and dyadic data analyses: Building knowledge and community practices

Ticket name: ICLS workshop 10

Date, time: 24th June, 9:00 am to 13:00 pm

Organisers: Lenka Schnaubert, Rachel Lam, Cynthia D’Angelo, Anne Deiglmayr, Claudia Mazziotti, Freydis Vogel

Abstract: This workshop is a community building effort to begin to collectively address the challenges of quantitatively analyzing dyadic data in collaborative learning research. A basic tenant of collaborative learning environments is that learners depend on each other through interaction and discussion. There are both theoretical and practical issues around the inherent goal of creating interdependence between learner-partners coupled with the most common statistical methods that assume independence of subjects. Thus, collaborative activities are essentially designed with learning goals that violate the statistical assumption of independency, and the learning sciences community has yet to establish traditions for dealing with this dilemma, addressing implications for research design, methods and theory.

Collaborative learning researchers who work with dyadic data are invited to join this workshop to begin examining the issues around dyadic data analysis and develop action plans to tackle the lack of knowledge and best practice approaches within the (CS)CL community. The workshop is not designed to solve specific statistical issues, but to kick-start community building efforts around these issues to broaden the knowledge base within (CS)CL and develop best practice approaches. The proposed workshop will work as a large group and in small focus groups to identify critical issues and to draft action plans for practical solutions. These issues can be statistical in nature, but also community related like common fallacies or analytical and reporting guidelines. As a workshop outcome, a shared statement will be drafted to serve as a springboard to continue engagement, develop an international space to share information and resources, and to implement developed action plans.

Please click here for more information on the workshop including focus and planned activities. In addition to registering for the workshop via the London Festival of Learning website, please fill out this brief questionnaire here for the organisers to have a better picture of the participant structure. Up to 30 participants will be accepted for this workshop.


Rethinking learning in the digital age: Exploring the potential for using science-themed board games in science classrooms

Ticket name: ICLS workshop 11

Date, time: 24th June, 9:00 am to 13:00 pm

Organisers: Chris Quintana, Rebecca Quintana, Leah A. Bricker, Ashley Jackson, Darrell Allen

Abstract: This workshop will engage participants in playing and evaluating science-themed board games for their potential use as curricular resources (with augmentation). As part of our on-going program of research, we are investigating the utility of using commercially available science-themed board games in middle and high school science classrooms as objects of inquiry, to be embedded in curricula. Our workshop goals include: (a) to present a framework for analysing science-themed board games; (b) to have participants use elements of this framework to analyse science theme board games that they play during the workshop; and (c) to gather ideas from workshop participants about their recommendations for modifications and additions to the board games that they play to make them fit for use in middle and high school science classrooms.

We request that anyone who registers for our workshop go to our workshop website and complete the registration survey. We will use survey responses to create board game groups for the workshop according to participants’ interests and areas of expertise. Our website can be found here. Once we have created board game groups, we will email workshop participants, using the emails they provide on the survey, to let them know which board game they will play during the workshop. In order to ensure that we do not spend the entirety of the workshop figuring out how to play the games, we are asking all participants to come to the workshop having read their assigned game’s directions and having watched two “how to set up and play” videos related to their assigned game. Videos and directions will also be available on our workshop website. Please email any of the workshop organizers with questions (contact information found on the workshop site).


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