A structured poster session examining the role of frames and framing in learning across diverse populations, contexts, and methodologies. The aim is to discuss how expansive, asset-based framing can support ambitious pedagogies and partnerships across learning ecologies.
Long papers examining learning across communities and contexts, from high schoolers cultivating future-oriented identities to digital accountability in new-teacher mentoring dialogue. Additional work probes youth authority in environmental engineering curriculum co-design and reconceptualizes psychometrics to treat context as intrinsic to learning.
Long papers on play, games, and young children's mathematics, including how kindergarteners negotiate teacher-designed playworlds and how teacher-child tensions during math play become sites of learning. Other talks present a three-prong framework for theory-based math games and the design of transformational games for socio-ethical reasoning about generative AI.
Papers on dialogue and collaboration across varied settings, including relational attunement in making, medical students shifting from cooperation to true collaboration, and parents revoicing to guide children's computational thinking. Further talks examine how language shapes access to tools and how productive confusion unfolds during VR collaboration.
Short papers on co-design, teachers, and research-practice partnerships, including environmental engineering curriculum co-design, teacher-developed critical-thinking assessments, and curricular co-design as professional development. Further talks examine teacher-researcher thought partnership, translanguaging in teacher preparation, and Black children's sociopolitical sensemaking as a resource.
Long papers on teacher noticing and learning, including curriculum routines that mediate tensions with a collaborative AI agent and a critical look at the politics of what counts as noticing. Other talks frame teacher learning across the multiple rhythms of learning ecologies and use speculative interaction geography to imagine embodied interactions beyond AI prediction.