13th International Conference of the Learning Sciences (ICLS)


Sunday, June 24, 2018 (All day) to Saturday, June 30, 2018 (All day)


London, UK

Register here!

CREATE is involved with many of the sessions at this year's conference. Check out the attached PDF for more info on CREATE sessions, and read about two of our workshops below:

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.


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

Organisers: Tom Bielik, Li Ke, Joseph Krajcik

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.


ICLS is a major international event, organized biennially by ISLS, which gathers people involved in all aspects of the field of the learning sciences, including empirical, conceptual, theoretical, design-based, practitioner and policy perspectives. The conference theme for ICLS 2018 is “Rethinking learning in the digital age: making the Learning Sciences count,”. Now more than ever, the learning sciences have a key role to play in unpacking the complexity of the teaching and learning process. AI and Automation in the workplace, including within education, will alter what we need to learn and how we need to teach it. Therefore, as scientists and educators we need to explore learning in real-world settings in an interdisciplinary manner in order to understand how learning may be facilitated both with and without technology.  In addition, there is now an additional imperative to guide the commercial development of Educational Technologies to ensure that they are pedagogically sound.

The Learning Sciences are replete with foundational theory and methods that can inform learning both with and without technology, as well as a significant bank of empirical educational evidence that is essential to the effective development of technologies and their uses to support learning. However, with these fast technological developments there is also a growing need for the learning sciences, which can contribute to societies’ understanding of the needs of the real-world, and the challenges and concerns of educators in different educational and cultural contexts. The Learning Sciences are uniquely placed to offer guidance that recognizes and addresses the long-term ambitions for better education as well as the ‘bottom-line’ considerations faced by the practitioners and learners at the front-line