Submissions / CSCL & ISLS

Submitting to CSCL & ICLS

Which conference should I submit to, since they are happening concurrently?

In deciding which conference to submit your proposal to, we encourage you to consider the descriptions below. The distinction between the conferences is also reflected broadly in the different areas of focus of The Journal of the Learning Sciences (JLS) and the International Journal of Computer Supported Collaborative Learning (ijCSCL). The conference proceedings are published, which is an important professional component for many members. It should be noted that the CSCL proceedings have a somewhat higher social citation index than the ICLS proceedings, in part because of the computer science contributions. Finally, your own professional identity may of course play a role in your decision.

Both CSCL and ICLS programs invited contributions that aim to impact educational policy and practice, including explorations of research-practice partnerships. These may examine issues such as how to intertwine research and practice or how to create equitable research-practice partnerships that acknowledge and draw from the various expertise and the multiple perspectives that practitioners, researchers and policymakers bring to the table. Diverse methodologies can be employed for examining learning at scale for educational impact. Papers may also develop and examine innovative approaches to better impact policy and practice while maintaining a productive dialogue between various stakeholders.


The CSCL program is dedicated to designing technologies for collaboration and examining how people learn collaboratively in the contexts of education, business, and society. CSCL is also concerned with the design and use of technologies to support learning in groups, organizations, communities, and networks. To advance CSCL theories, technologies, and designs, , the CSCL program brings together scholarship from education, computer science (including AI, learning analytics and data mining), psychology, linguistics, anthropology, sociology, business, etc. We are calling for contributions that address various topics, including:

  • Contributions focusing on collaborative learning in context, and how the technology surrounding us influences such processes. CSCL highlights how learning is a social process in an ecology of devices, tools, and learning arrangements – online or offline – with learners of different backgrounds and goals, sharing attention, knowledge, and an emotional experience when interacting with each other. We therefore invited studies that focus on: social aspects of learning in schools, workplaces, and informal contexts (e.g., through social media); small groups of learners working on well-defined or open-ended tasks; development of communities of learners; intercultural scenarios of learning together; orchestration of online and offline collaborative learning (e.g. in MOOCs or in co-present environments).
  • Contributions that highlight designs for computer-supported and data-enhanced collaborative learning: digital technologies and the ‘datification’ of education, work and daily life have resulted in new ecosystems for learning. Creation, organization, and analysis of learning processes is strongly guided and influenced by the supporting technologies and new data inputs. We call for papers that make substantial contributions to understanding these developments, for example: instructional designs and technologies for guidance and feedback (e.g. through peers, scripts, and orchestration tools); adaptive support for learners through learning analytics and AI; technological innovations, such as simulations, VR, & AR for CSCL; applications of digital technologies that facilitate the social learning processes or the analysis of rich social learning data.
  • Contributions that highlight collaboration as an engine of innovation and change: Relating to the theme “Building Knowledge and Sustaining our Community”, we call for papers that present new perspectives on how learning and/or working together can enable the development of shared values and identities, or solutions that bring about progress. Such papers can advance our understanding of: how to address diversity, equity, and access in and through participation in social forms of learning (e.g.,through argumentation and dialogue for social and argumentative skills, creativity, and empowerment). They can also serve to advance methods for analyzing CSCL, (e.g. through multimodal process analysis or learning analytics), or take cutting edge perspectives on social learning, such as an explicit focus on embodiment, adaptive learning or community-based learning.


The ICLS program welcomes papers across a multitude of topics of interest to the learning sciences—papers that present research on learning theories and processes, instructional practices, and design of environments to support learning outcomes. The program invites papers aligned with the conference theme “Building Knowledge and Sustaining our Community” and which reflect the work of the many unfolding educational and social movements within the ISLS, as well as the new roles and practices for technology and distributed communities that have evolved rapidly over recent years.

The ICLS program focuses on innovative pedagogies as well as development of theories of learning and instruction, combining multiple methodologies and disciplinary, e.g. psychological, anthropological, and/or sociological perspectives on processes and outcomes of education. There is often a focus on detailed mechanisms of learning and its complex outcomes, e.g. how educational designs can promote diversity, equity, and justice in educational contexts. We are calling for studies that address a variety of topics including the following:

  • Contributions that address ways in which educational designs can promote diversity, equity, and justice in educational contexts. Each of the topics discussed below can be productively interconnected with an emphasis on diversity, equity, and social justice.
  • Contributions that design, develop and investigate innovative pedagogies and learning environments that can help learners engage in more effective learning experiences with others. These can be explicitly about innovation and change in education at any level and how educational design and methods contribute a research-informed approach in advancing processes conducive of learning.
  • Contributions that address questions about learning processes, mechanisms, and outcomes. These may develop data-driven theories that elucidate processes of learning and teaching within various contexts, and the ways in which instructional practices, learning environments or technologies can be designed to support learning in different contexts.

Submission Template and Guidelines

Please submit your proposal to by 21 November 2022, 23:59 PSTSubmissions now closed

To prepare your submission, please use:

Please note that papers and posters will be reviewed blind. Symposia will NOT be blind reviewed, so please include author information in the symposia proposals. Please prepare all papers accordingly and see the ISLS Template for suggestions, thanks.