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   https://doi.org/10.1109/ACCESS.2020.3009902  

   Ghazanfari, Behzad; Afghah, Fatemeh; Hajiaghayi, Mohammadtaghi (January 2020, IEEE Access)
2. Information Architecture as Theory: Sociotechnical Dimensions of Learning and Learning about Learning

   Piety, P.; Wadhwani, N. (June 2022, International Conference of the Learning Sciences)

   This paper looks at technological advances in the collection and use of information about learning. Updating earlier discussions on transcripts and videorecording, the project used for examples in this paper features a digital simulation and pedagogical patterns where students met through videoconferencing as a post-pandemic alternative to table-base groupwork and then submitted transcripts of the meeting for evaluation and feedback. The transcripts were computationally analyzed to produce data streams showing the shape of conversations. These data were combined with records of students working on collaborative documents and the learning analytics for a digital simulation to illustrate new possibilities to depict collaborative student activity. Congruent with prior reflections on transcription of recordings and the recording process, this paper highlights the ways, old and new, the inscriptional process is not theory-neutral. It privileges certain activities and plays an agentive evidentiary role. 

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3. The impacts of learning assistants on student learning of physics

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   White, Jada-Simone S.; Van Dusen, Ben; Roualdes, Edward A. (December 2016, Proc. 2016 Physics Education Research Conference)

   This study investigated whether and how Learning Assistant (LA) support is linked to student outcomes in Physics courses nationwide. Paired student concept inventory scores were collected over three semesters from 3,753 students, representing 69 courses, and 40 instructors, from 17 LA Alliance member institutions. Each participating student completed an online concept inventory at the beginning (pre) and end (post) of each term. The physics concept inventories tested included the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), Force and Motion Concept Evaluation (FMCE) and the Brief Electricity and Magnetism Assessment (BEMA). Across instruments, Cohen’s d effect sizes were 1.4 times higher, on average, for courses supported by LAs compared to courses without LA support. Preliminary findings indicate that physics students' outcomes may be most effective when LA support is utilized in laboratory settings (1.9 times higher than no LA support) in comparison to lecture (1.4 times higher), recitations (1.5 times higher), or unknown uses (1.3 times higher). Additional research will inform LA-implementation best practices across disciplines. 

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4. Curriculum Learning Influences the Emergence of Different Learning Trends

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5. Learning from Teaching: A New Model of Teacher Learning

   Copur-Gencturk, Yasemin; Rodrigues, Jessica. (January 2020, athematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A.I. (Ed.)

   The development of a model that explains how teachers learn from teaching is critical for informing the design of quality professional development, which in turn can support teachers’ effectiveness and student learning. This article reports the authors’ effort to develop a model that brings together critical findings from existing research to unpack when and under what conditions teachers learn from teaching. Grounded in evidence drawn from research relating to teachers’ learning and practice, the authors build a rationale for the Learning from Teaching (LFT) model, introduce each component of the model and propose two conditions that increase the likelihood of teachers’ learning from their own teaching. 

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