The Learning Sciences in Conversation -

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1. Knowing and Learning in Proleptic Boundary Spaces: Re-Imagining The Learning Sciences Part 1: Conversations on Transdisciplinarity 2. Critical and Emergent Perspectives to Transdisciplinarity in the Learning Sciences 3. Promoting Transdisciplinary Epistemic Dialogue 4. Speaking Out More in Class and Talk[ing] Less and Less about My Goals: A Counter-storytelling of Undergraduate Latina Women?s Critical Race-Gendered Epistemologies as Mathematics Students and Aspiring Engineers 5. Youths? Relationships with the Land, Each Other, and their Community: A Critical Lens and Engagement with the Transdisciplinary and Heterogeneous 6. Transcending Disciplinarity: An Epilogue for Epistemological, Ontological, and Axiological Expansions Part 2: Conversations on Design 7. Engaging in Design Discourse with Learning Scientists 8. The Premises of Design Research 9. Learning from Interpretations of Innovation in the Co-Design of Digital Tools 10. Teachers as Designers in Knowledge Building Innovation Networks 11. Axiology in Learning Design: Centering Value Pluralism in Our Study of Learning Environments 12. Continuing the Design Discourse in the Learning Sciences Part 3: Conversations on Cognition 13. Reframing Cognition as Enactive, Affective, Ethical and Ideological Experiences14. Enactive Perception as Mathematics Learning 15. Affective Phenomena in Learning: The Good, the Bad and the Ugly 16. Assumptions Matter! Epistemological, Ideological, and Axiological Aspects of Assumptions that Undergird Collective Reasoning about Science, Technology, and Society Epilogue: Reflections on Cognition Research in the Learning Sciences Part 4: Conversations on Technology 17. Reimagining Technology in Learning Sciences: Empowering Alternative Discourses 18. Studying Spatial Ability in Virtual Environments: Gender, games and space 19. Beyond Representationalism: Heterogeneity as an Ethical Turn in STEM and Computing Education 20. Making and the Maker Movement in the Learning Sciences 21. Plurality and Technology in the Learning Sciences 22. Refiguring and Transforming the Learning Sciences: A Dialogical Field-in-the-Making?