Category Archives: CIRCL Primer

Algorithmic Fairness in Education

Data-driven predictive models are increasingly used in education to support students, instructors, and administrators. However, there are concerns about the fairness of the predictions and uses of these algorithmic systems.

Situated Cognition

In this brief introductory chapter, we present a bird’s-eye view of the conceptual landscape of situated cognition as seen from each of the three angles noted previously: embodiment, embedding, and extension.

Assessing Computational Thinking

One of the primary challenges of computational thinking as an integrative, cross disciplinary competency is of assessment. In assessing CT, one could consider evaluating a student with regards to 3 dimensions of CT: computational concepts, computational practices, and computational perspectives.

Virtual Reality in Educational Settings

From a learning science perspective, VR ties into long-standing themes around how dynamic representations and visualization can support conceptual learning. It opens new opportunities to consider how affect and cognition are mutually supportive in learning processes. And it raises challenging issues of how groups collaborate in virtual spaces, or how learning moves among virtual and everyday group spaces and contexts.