Our workshop will be a full day event with an agenda that focuses on building community among scholars that bridge LS and HCI. The intended audience is learning scientists and computer-supported collaborative learning researchers who are interested in making an impact in Association for Computing Machinery (ACM) communities and conferences in HCI, such as CHI, Computer-Supported Collaborative Work (CSCW), Interaction Design and Children (IDC), International Computing Education Research (ICER), and Ubiquitous Computing (UbiComp), CHIPlay, and others that complement the learning sciences.
The workshop will begin with participants brainstorming potential ACM and learning focused research communities and venues, comparing and contrasting complementary and/or conflicting goals, values, and disciplinary affiliations across the two communities, writ large. Participants will ideate on these results through participatory design activities such as storyboarding design fictions and card-sorting to identify options for increasing awareness and presence between the two communities. Our focus will be on taking concrete steps toward more seamless interdisciplinary dialogue. For example, a special issue on LS and HCI in the ACM Communications magazine may be an initial step for highlighting LS work to the HCI community.
A critical component of our conversation will address publication expectations and processes followed in the ACM and learning sciences and how best to publish in both communities. We will spend time breaking down how some HCI learning papers are written, examine the review process (all authors have been Associate Chairs at CHI and IDC; June Ahn has been a Papers Chair at CHI), and highlight similarities and differences between a LS / CSCL paper and an ACM paper in HCI.
Our final workshop activity will catalog HCI design practices, research methods, and pedagogy that might benefit from LS theory and insights. To bring these opportunities to light we will brainstorm learning theories (i.e. zones of proximal development, transfer, or scaffolding) and design practices, research methods and learning goals in HCI classes, then use a matching activity to pinpoint future opportunities for LS to inform HCI.