This report focuses on the goals of two workshops intended to build community and capacity around bringing learning analytics and collaborative learning closer together.

The “Micro-Credentials as Evidence for College Readiness” NSF-supported workshop was held at the University of Michigan School of Information in May, 2017.

Labs are widely considered to be essential to learning science and engineering, because labs can provide a key context in which students experience science as a process of inquiry and get the opportunity to work “hand-on” with authentic tools and materials.

For innovative educational programs, products, and policies to be implemented successfully across diverse settings, they need to be adapted to address the unique needs and characteristics of those environments.

Research and development of social robotic applications for young children have been growing rapidly since 2010.

We report outcomes from the Working Group on Instrumented Learning Spaces (WGILS), a two-day convening of experts from the fields of learning sciences, human computer interaction, organizational studies, and learning analytics.

Embodied Mathematical Imagination and Cognition is an emerging theoretical framework that seeks to explain the role of people’s physical being and behavior in how they learn and teach, and how they express what they have learned during communication and assessment.

The Informal Ed to Higher Ed workshop focused on how digital micro-credentials earned in informal educational experiences could be used in college admissions.

A multidisciplinary panel was assembled to review and reflect on the design of an inclusive, informal maker program for middle-school students on and off the autism spectrum.

Based on an NSF-funded workshop, we discuss learning analytics goals and research priorities for the coming decade.