Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences

Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences, 9781586035730 (1586035738), IOS Press, 2005

The 13th International Conference on Computers in Education (ICCE 2005) is being held from 28 November to 30 December 2005 in Singapore. It is the latest in a longstanding series of annual international conferences held in the Asia-Pacific region, highlighting top quality research on the application of computers in education.

The theme of the 2005 conference is “Towards sustainable and scalable educational innovations informed by the learning sciences” with a subtitle of “Sharing good practices of research, experimentation and innovation.” This theme reminds us that we need to be cognizant of research that can inform and lead to sustainable and scalable models of innovation. In order to do so, we need to take an inter-disciplinary view of learning, such as that embraced by the learning sciences. One of the basic principles that underpin the learning sciences is to improve theories of learning through the design of powerful learning environments that can foster meaningful learning. Learning sciences researchers prefer to research learning in authentic contexts. They collect both qualitative and quantitative data from multiple perspectives and follow developmental micro-genetic or historical approaches to data observation. Learning sciences researchers conduct research with the intention of deriving design principles through which change and innovation can be enacted. Their goal is to conduct research that can sustain transformations in schools.

ICCE 2005 will also demonstrate that learning sciences exist in the Asia-Pacific context. We have researchers and young academics within the Asia-Pacific Society for Computers in Education (APSCE) community who are concerned with issues of conducting research that can be translated into practice. Changes in practice are especially important to Asian countries because their educational systems are more centralized. Therefore, we believe that there is a need to reform pedagogy in a more constructivist and social direction in a scalable way.

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