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Title: Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions
Authors: Linn, Marcia
Eylon, Bat-Sheva
Kidron, Adi
Gerard, Libby
Toutkoushian, Emily
Ryoo, Kihyun “Kelly”
Bedell, Kristin Dana Bedell
Swearingen, Amanda
Clark, Doug
Virk, Satyugjit
Barnes, Jackie
Adams, Deanne
Ben-Horin, Hava
Kali, Yael
Tal, Tali
Sagy, Ornit
Acosta, Alisa
Slotta, Jim
Matuk, Camillia
Hovey, Christopher M
Hurwich, Talia A
Sarmiento, Juan Pablo
Chiu, Jennifer
Bywater, Jim P
Hong, James
Osborne, Jonathan
Laurillard, Dianna
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Linn, M., Eylon, B., Kidron, A., Gerard, L., Toutkoushian, E., Ryoo, K. “., Bedell, K. D., Swearingen, A., Clark, D., Virk, S., Barnes, J., Adams, D., Ben-Horin, H., Kali, Y., Tal, T., Sagy, O., Acosta, A., Slotta, J., Matuk, C., Hovey, C. M., Hurwich, T. A., Sarmiento, J. P., Chiu, J., Bywater, J. P., Hong, J., Osborne, J., & Laurillard, D. (2018). Knowledge Integration in the Digital Age: Trajectories, Opportunities and Future Directions. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from partnerships that combine expertise in learning, instruction, classroom teaching, assessment, technology, and the disciplines. This structured poster session includes partnerships that have advanced design of instruction, assessment, professional development, learning technologies, and research methodologies. Participants report on new technologies, including games, to strengthen KI; instructional designs that take advantage of collaboration to support KI; and extensions of KI to integrate science with other disciplines. They summarize exciting results and identify promising opportunities for advancing STEM instruction to promote intentional, life-long learners in the digital age.
Appears in Collections:ICLS 2018

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