Recent SOL Findings
Meeting materials (June 18, 2020): Supporting Teachers Through Global Challenges with the Science of Learning
Materials from the virtual conference (May 1, 2020) - Global Science of Learning in this time of great education and economic upheaval:
- Meeting Introduction - Bob Wise, Interim Coordinator, GSoLEN;
former West Virginia Governor, US Congressman, and national educational nonprofit leader.
- Addressing learning during and after the pandemic (pdf) - Andrea A. Chiba, Professor, Dept. of Cognitive Science and Program In Neuroscience,
UC San Diego; Science Director and Co-Director, Temporal Dynamics of Learning Center; Co-Founder GSoLEN
- Education disrupted - education rebuilt - Video presentation by Andreas Schleicher, Director for the Directorate of Education and Skills, Organisation for Economic Co-operation and Development (OECD). Click here to download a pdf of the PowerPoint slides from the video presentation.
- A framework to guide an education response to the COVID-19 Pandemic of 2020 (pdf) - OECD
Hong Kong Students' Digital Citizenship Development Report (Initial Findings)
Published by the Learning and Assessment for Digital Citizenship (e-Citizenship) Project, funded by the Research Grants Council of the Hong Kong SAR, China, under its Theme-based Research Scheme, and jointly conducted by researchers from The University of Hong Kong and The Hong Kong University of Science and Technology. Project Coordinator: Professor Nancy Law, The University of Hong Kong. https://ecitizen.hk/
Global Meeting Materials
Global Science of Learning Network - Design Convening
Sparking a Global Renaissance in Learning
Setting the Stage for a Global Science of Learning Network:
Imagine the Possibilities - Talk slides from
Andrea A. Chiba, UC San Diego
Items authored by our working group:
Oakley, B., & Sejnowski, T., with McConville, A. (2018). Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens. TarcherPerigee, August 7,2018.ISBN-10: 0143132547.
Schwartz, D.L., Tsang, J.M., Blair, K.P. (2016). The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work, and When to Use Them. W. W. Norton & Company; 1 edition (July 26, 2016). ISBN-10: 9780393709261.
Sejnowski, Terrence J. (2018). The Deep Learning Revolution. The MIT Press, October 30, 2018. ISBN-10: 026203803X.
Vander Ark, T. & Dobyns, L. (2018). Better Together: How to Leverage School Networks For Smarter Personalized and Project Based Learning. Jossey-Bass; 1 edition (July 11, 2018). ISBN-10: 9781119439103.
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 1(4), 1–31. http://doi.org/10.1080/10888691.2017.1398649
Commissar, L. and Brookman-Byrne, A. (2017). IMBES Pre-Conference: Using Insight From Research to Improve Education. Mind, Brain, and Education, published by International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
Davatzes, A., K. Gagnier, I. Resnick, and T. F. Shipley (2018). Learning to form accurate mental models, Earth & Space Science News (Eos), 99, https://doi.org/10.1029/2018EO091643. Published on 07 February 2018.
Forbus, K.D., Garnier, B., Tikoff, B., Marko, W., Usher, M., McLure, M. (2017). Sketch Worksheets in STEM Classrooms: Two Deployments. The Thirtieth AAAI Conference on Innovative Applications of Artificial Intelligence (IAAI-18).
Goldin-Meadow, S. (2018). Taking a Hands-on Approach to Learning. Policy Insights from the Behavioral and Brain Sciences 2018. vol. 5(2): 163-170. https://doi.org/10.1177/2372732218785393.
Khalil, A., Minces, V., McLoughlin, G., & Chiba, A. (2013). Group rhythmic synchrony and attention in children. Frontiers in Psychology. Sept. 02, 2013. doi: 10.3389/fpsyg.2013.00564.
Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional
complexity and the science to constrain it. Science, 342/, 935-937.
Koedinger, K. R., Corbett, A. C., & Perfetti, C. (2012). The
Knowledge-Learning-Instruction (KLI) framework: Bridging the
science-practice chasm to enhance robust student learning. Cognitive Science, 36 (5), 757-798.
Levine, S.C., Foley, A., Lourenco, S., Ehrlich, S., & Ratliff, K. (2016). Sex differences in spatial cognition: advancing the conversation. WIREs Cogn Sci 2016. doi: 10.1002/wcs.1380.
Lipina, S.J. (2016). Critical considerations about the use of poverty measures in the study of cognitive development. International Journal of Psychology, 2016. https://doi.org/10.1002/ijop.12282.
Lipina, S.J. (2016). The biological side of social determinants: Neural costs of childhood poverty. Prospects (2016) 46: 265. https://doi.org/10.1007/s11125-017-9390-0.
Lipina, S.J., Evers, K. (2017). Neuroscience of Childhood Poverty: Evidence of Impacts and Mechanisms as Vehicles of Dialog With Ethics. Front Psychol. 2017 Jan 26;8:61. doi: 10.3389/fpsyg.2017.00061. eCollection 2017.
Minces, V., Khalil, A., Challen, C., Oved, I., Chiba, A. (2016). Listening to Waves: Using Computer Tools to Learn Science Through Making Music. Conference Paper, July 2016.
Newcombe, N. (2017). Harnessing Spatial Thinking toSupport Stem Learning, OECD Education Working Papers, No. 161, OECD Publishing, Paris.
Petitto, L.A., Langdon, C., Stone, A., Andriola, D., Kartheiser, G., and Cochran, C. (2016). Visual sign phonology: insights into human reading and language from a natural soundless phonology. Opinion. WIREs Cognitive Science, Vol 7 Issue 6 (November/December 2016). Wiley Periodicals, Inc. Published Online: Jul 17 2016. DOI: 10.1002/wcs.14042016.
Pruden, S.M., Levine, S.C., & Huttenlocher, J. (2011). Children’s spatial thinking: does talk about the spatial world matter? Developmental Science, 14:6 (2011), pp 1417-1430. DOI: 10.1111/j.1467-7687.2011.01088.x.
Uncapher, M. R. (2018). From the science of learning (and development) to learning engineering. Applied Developmental Science, 48, 1–4. http://doi.org/10.1080/10888691.2017.1421437.
Harper, R., Hermann, H., Waite, W., Loschert, K., Clark, R., Dahl, R., Ghetti, S., Giedd, J., Immordino-Yang, M.H., Osher, D. (2018). Science of Adolescent Learning: How Body and Brain Development Affect Student Learning.
Science of Adolescent Learning Report Series. Alliance for Excellent Education, August 2018.
Immordino-Yang, M.H., Darling-Hammond, L., & Krone, C. (2018). Research Brief: The Brain Basis for Integrated Social, Emotional, and Academic Development. (September 20, 2018). National Commission on Social, Emotional, and Academic Development. The Aspen Institute.
Marope, P.T.M. (2016). Brain science, education, and learning: Making connections. Prospects, 46:187-190, DOI 10.1007/s11125-017-9400-2. In Neuroeducation special issue in Prospects journal / Numéro spécial de neuroéducation dans la revue Prospects.
Wise, B. (2018). Synapses, Students, and Synergies: Applying the Science of Adolescent Learning to Policy and Practice. Science of Adolescent Learning. Alliance for Excellent Education. May 2018.
Attendees Favorite Links
Teaching and Learning Toolkit - Education Endowment Foundation
The Learning Sciences Exchange (LSX) - A Groundbreaking International Fellowship Program; New America
Science of Learning MOOC for teachers - Online course at Future Learn
Neuroscience for Teachers - Book for teachers
Impact – Issue 4 themed (Science of Learning theme) - Journal for teachers
The Learning Scientists Podcast - Podcast for teachers
Learning Zone - Online event in which teachers and researchers discussed the science of learning
Neurohit and Neuromyths - Blog