The Rapid Community Report (RCR) Series shares findings and insights in the quickly evolving, interdisciplinary fields of learning sciences and technology. Researchers ordinarily share such information in journal publications, but these tend to appear late in a project’s lifecycle. Conferences (such as ICLS and CSCL) allow timely sharing but rarely communicate to an audience beyond the limited number of attendees. The RCR series is meant to be complementary to these existing publication venues and to allow rapid, early dissemination of research-based ideas.
To submit a Rapid Community Report, please see the instructions for authors.
Designing sustained game-based learning environments to engage undergraduate students in history
We present reflections on the design of a bespoke academic strategy board game situated
Social regulation of learning as a base for successful collaboration
Collaborative groups rely on social regulation of learning to jointly navigate through the challenges
Workshop Report: Building Interdisciplinary Capacity for Understanding and Supporting Computer Supported Collaborative Learning
This report focuses on the goals of two workshops intended to build community and
Beyond Transcripts and GPAs: An NSF Workshop on Digital Micro-credentials for Use in College Admissions
The “Micro-Credentials as Evidence for College Readiness” NSF-supported workshop was held at the University
Primer: Remote Labs
Labs are widely considered to be essential to learning science and engineering, because labs
Primer: Design-Based Implementation Research
For innovative educational programs, products, and policies to be implemented successfully across diverse settings,
Robots, Young Children, & Alternative Input Methods
Research and development of social robotic applications for young children have been growing rapidly
Assessing Collaborative Processes via Instrumented Working Spaces
We report outcomes from the Working Group on Instrumented Learning Spaces (WGILS), a two-day
Embodied Design for Mathematical Imagination and Cognition
Embodied Mathematical Imagination and Cognition is an emerging theoretical framework that seeks to explain
How Might Digital Micro-Credentials Help Youth Aspiring to Go to College?
The Informal Ed to Higher Ed workshop focused on how digital micro-credentials earned in
Reflections on redesigning a museum-based maker program for clubs in autism inclusion middle schools
A multidisciplinary panel was assembled to review and reflect on the design of an
How a New Focus for Learning Analytics Could Transform the Relationship Between Learning and Employment
Based on an NSF-funded workshop, we discuss learning analytics goals and research priorities for
Weaving the Fabric of Adaptive STEM Learning Environments Across Domains and Settings
This report reflects on an open-invitation design workshop designed to construct needed new collaborations
Distributed Collaboration in STEM-Rich Project-Based Learning
This report discusses outcomes from a workshop focused on distributed collaboration of K16 STEM
