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Reflections on Lessons Learned:
The Center for Innovative
Learning Technologies
Roy Pea
Stanford University
AERA 2003
Chicago, Illinois
Introducing CILT
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Mission: To serve as a national resource for stimulating
research on innovative, technology-enabled solutions
to critical problems in K-14 STEM learning
Concord
Consortium
Center for Innovative
Learning Technologies
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“Uniting people, technology, and
powerful ideas for learning”
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Qu i c k T i m e ™ a n d a T IFF ( Un c o m p re s s e d ) d e c o m p re s s o r a re n e e d e d to s e e th i s p i c tu
CILT Structure
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• Core institutions, PI leadership council, Postdocs,
and research community partners in projects
• Encompassing domains: CILT’s activities and
programs fostered collaboration across traditional
community boundaries.
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Policy
Industry
Practice
Research
Community
SRI Vanderbilt
Concord Berkeley
Stanford
CILT Mechanisms
• CILT leadership defined “Theme Teams” for
workshops and projects
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– Visualization & Modeling
– Ubiquitous Computing
– Assessments for Learning
– Community Tools
• CILT's conferences and workshops advanced the
learning sciences and technology field
– Provided a collaborative forum in which the community met to
assess the progress of the field, define research agendas, and
initiate new partnerships.
– Dynamic ‘firehose’, poster and demo presentations presented
new work and collaboration needs
– CILT conducted 13 workshops/conferences with more than
1,380 participants
• These four theme teams spawned other activities:
– Synergy Project (integrating work across the theme-teams)
and CILT NetCourses
– CILT Knowledge Network (CILT-KN, from Community Tools)
– Design Principles Database (from Visualization and Modeling)
CILT Seed Grants
Qu i c k Ti m e ™ a n d a TIF F (Un c o m p re s s e d ) d e c o m p re s s o r a re n e e d e d to s e e th i s p i c tu re .
ICSAR (Interoperable Components
for Shared Active Representations
(20-person seed and related work)
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• Workshops and conferences defined key areas for
important new collaborative work through group
brainstorming moderated by CILT leadership
• Participants determined areas of priority research
by voting on poster-paper with ‘sticky dots’
• Defining seed projects: People voted with their feet
to form teams based upon personal interests in
community-defined high-priority topics and worked
for most of a day to define projects
• Seed grant teams proposed to be funded by CILT in
a rapid turnaround process
• 60 CILT Seed Grants were awarded that involved
researchers, industry, and educators from 169
different institutions
CILT Seed Grants (1997-2002)
CILT Seeds
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• The majority of the 60 seed grants
continued their work beyond the seed
grant funding, submitting follow-on
proposals to NSF or other sources, or
leading to other community-wide activities
CILT Postdoctoral Fellow Program
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• A postdoctoral program trained 8 scholars to work
at the intersection of the sciences of learning,
technology innovation, and technology
appropriation in learning settings including
schools.
• Postdoctoral scholars were distributed across the
theme teams and institution, and stimulated both
theme collaborations and research synthesis.
• Their contact with the members of the leadership
team, their participation in all CILT discussions,
and their role with respect to seed grants enabled
them to situate their own research in the context of
the field, to better understand the needs of the
field, and to share these views with their junior
colleagues.
• They also designed and led Netcourses on the
themes for researchers and educators (6 weeks),
most offered twice.
CILT Postdoctoral Fellows
• Energetic!!!
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CILT Accomplishments
Raising the bar for what
learning technology R&D can be
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• Capturing, sharing and advancing the collective
intelligence of the field.
• Promoting by requiring and seed funding
generative cross-disciplinary and cross-sector
partnerships.
• Training a new generation of leaders.
• Modeling new collaborative approaches to
learning technology innovation: Synergy
• Engaging industry in CILT projects for mutual
influences to improve education through
research-based innovations.
Ten CILT Posters
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Yoko Ono's Wish Tree is part of a series of works
created in the 1990s, in which Ono uses actual trees
as the primary element.
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Yoko: "As a child in Japan, I used to go to a temple
and write out a wish on a piece of thin paper and tie it
around the branch of a tree. Trees in temple
courtyards were always filled with people's wish
knots, which looked like white flowers blossoming
from afar.”
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Yoko Ono asks that we, the audience, participate in
this wish tree by identifying our desires and daring to
write them down.
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Make a wish about learning technology futures and
CILT-like partnerships. Write it down in this space.
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Ask your friends to do the same.
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Keep wishing until the Wish Tree is filled with wishes.