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The CIRCLS Explore section highlights the main themes emerging in computing and the learning sciences. Resources, including external primers, reading lists, reports, tips, and videos are located in this section. Please also visit the Rapid Community Report ISLS Repository.

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CIRCLS AI & Education Policy Initiative Three: School Policies for Integrating AI in Classroom Practices

CIRCLS AI & Education Policy Initiative Three: School Policies for Integrating AI in Classroom Practices

CIRCLS AI & Education Policy Initiative Two: Policy brief on federal guidelines for AI in EdTech

CIRCLS AI & Education Policy Initiative Two: Policy brief on federal guidelines for AI in EdTech

CIRCLS AI & Education Policy Initiative One: AI in EdTech Vendor Pledge

CIRCLS AI & Education Policy Initiative One: AI in EdTech Vendor Pledge

Podcast series: Fairness and Equity in AI for Education

Virtual Learning Lab College of Education University of Florida

CIRCLS’21: Expertise Connection Videos

CIRCLS21 Convening

The Brookings Glossary of AI and Emerging Technologies

The Brookings Glossary of AI and Emerging Technologies

Designing sustained game-based learning environments to engage undergraduate students in history

Social regulation of learning as a base for successful collaboration

CIRCLS’21: Gallery Walk

CIRCLS21 Convening

Discovery Research PreK-12 (DRK-12) Solicitation Webinars

Responsible AI: Bridging From Ethics to Practice

Slide for Responsible AI presentation

Intelligence Augmentation for Collaborative Learning

Intelligence Augmentation for Collaborative Learning Presentation First Slide

Recruiting Participants for Large-Scale Random Assignment Experiments in School Settings

Directorate for Computer and Information Science and Engineering (CISE) Rubric for Broadening Participation in Computing (BPC).

Workshop Report: Building Interdisciplinary Capacity for Understanding and Supporting Computer Supported Collaborative Learning

Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions

Primer: Remote Labs

Primer: Design-Based Implementation Research

Robots, Young Children, & Alternative Input Methods

Assessing Collaborative Processes via Instrumented Working Spaces

Reading List: AI and Education Policy

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Fairness in Artificial Intelligence Program Webinar

Reading List: Brain Computer Interfaces for Education

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CIRCLS Videos at the 2021 STEM for ALL Video Showcase

Creative Problem Solving in STEM in Minecraft

NSF 101: Five tips for your Broader Impacts statement

NSF101

Educators, Artificial Intelligence, and the Future of Learning Series Videos

Eduators, Artificial Intelligence, and the future of Learning

NSF Webinar for Dear Colleague Letter: Advancing Quantum Education and Workforce Development

STEM for ALL Multiplex Videos – Ambitious Mashups of Technology and Learning – 2020 Playlist

STEM for ALL Multiplex Videos - Ambitious Mashups of Technology and Learning - 2020 Playlist

Embodied Design for Mathematical Imagination and Cognition

U is a beautiful shape for your journal article. Version 2.0

U is a Beautiful Shape for Your Journal Article Screenshot

How to Host Successful Virtual Scientific Advisory Boards

NSF 101: Five tips on how to work with an NSF program officer

NSF101

Facial Recognition Technologies in the Wild: A Call for a Federal Office

How Might Digital Micro-Credentials Help Youth Aspiring to Go to College?

The Impact of Artificial Intelligence on Learning, Teaching, and Education

The Impact of Artificial Intelligence on Learning, Teaching, and Education

Journals: What We’re Reading and Where We’re Publishing

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Machine Learning for Education Videos

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Artificial Intelligence in Education: Promises and Implications for Teaching and learning

Integrating Emerging Technologies into Teaching Practice Webinar

Integrating Emerging Technologies into Teaching Practice Webinar

Reflections on redesigning a museum-based maker program for clubs in autism inclusion middle schools

The Pedagogical Agent in Online Learning

Facial Recognition Technologies: A Primer

How a New Focus for Learning Analytics Could Transform the Relationship Between Learning and Employment

Weaving the Fabric of Adaptive STEM Learning Environments Across Domains and Settings

Distributed Collaboration in STEM-Rich Project-Based Learning

Open Access Readings on the Learning Sciences

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Epistemic Cognition

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NSF Prospective Program Officers Webinar

Educating Critical Thinkers: The Role of Epistemic Cognition

Educating Critical Thinkers: The Role of Epistemic Cognition

AI and the Future of Learning: Expert Panel Report

AI and the Future of Learning: Expert Panel Report

STEM Multiplex for All, Ambitious Mashups Highlights

STEM Multiplex for All, Ambitious Mashups Highlights

Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains

Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains

Cyberlearning Workshop Reports: Principles for the Design of Digital STEM Learning Environments

Cyberlearning Workshop Reports: Principles for the Design of Digital STEM Learning Environments

Ambitious Mashups: Reflections on a Decade of Cyberlearning Research

Ambitious Mashups: Reflections on a Decade of Cyberlearning Research

Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology

Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning With Technology

A Review of Fundamentals and Influential Factors of Artificial Intelligence

A Review of Fundamentals and Influential Factors of Artificial Intelligence

Algorithmic Fairness in Education

Algorithmic Fairness in Education

Mining Big Data in Education: Affordances and Challenges

mining big data

Open Access Readings on the Learning Sciences

Open Access Readings on the Learning Sciences

Self-Regulated Learning

This material is based upon work supported by the National Science Foundation under grant 2021159. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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