Dr. Slotta is an Associate Professor with the Department for Curriculum, Teaching, and Learning and the Centre for Science, Mathematics, and Technology Education at the University of Toronto, OISE. He received his doctorate in Cognitive Psychology from the University of Pittsburgh, Pennsylvania; Masters of Science in cognitive psychology, University of Massachusetts, Amherst.
His research employs technology-enhanced learning environments to investigate cognitive models of learning and instruction. He’s developing a new and Inquiry” (KCI), where students in a classroom work together to create a persistent knowledge resource, which then serves as a source of materials and inspiration to subsequent inquiry projects. Prof. Slotta has been the principle and co-principal investigator on numerous grants both in Canada, USA and Europe. Among these include the following internationally acclaimed projects: Science Created by You, the European Union; Logging Opportunities in Online Programs for Science (LOO PS): Student and Teacher Learning; Technology-Enhanced Learning in Science (TELS); to list a few.
Prof. Slotta is World Technology Award Winner in the category of Education and in 2006 was named a Canada Research Chair in Education and Technology. He writes extensively about the
interplay between technology, pedagogy, and community, and lectures internationally.
Collective Inquiry
Knowledge Community and Inquiry (KCI)
Higher Education
Science Education
Technology Enhanced Learning Environments
Smart Classrooms
My research is conducted collaboratively with PhD students and colleagues from several disciplines. We are trying to develop a new model of scaffolded collaborative inquiry that is blended within a knowledge community. The model is grounded in learning theory and has implications for the design and implementation of engaging curriculum experiences (in our case, for secondary science classrooms). One exciting new direction of work is the development of an open source smart classroom. Using the NSF-funded Scalable Architecture for Interactive Learning (SAIL), we have launched a new open source project to support the development of highly interactive, community-oriented activities that specify roles, goals and materials for all members of the learning community. There are implications for incorporating new devices and new forms of human computer interaction, as well as for continued research of the model.
- Knowledge Community and Inquiry (KCI)
My research is conducted collaboratively with PhD students and colleagues from several disciplines. We are trying to develop a new model of scaffolded collaborative inquiry that is blended within a knowledge community. The model is grounded in learning theory and has implications for the design and implementation of engaging curriculum experiences (in our case, for secondary science classrooms) - Scalable Architecture for Interactive Learning (SAIL)
Using the NSF-funded Scalable Architecture for Interactive Learning (SAIL), we have launched a new open source project to support the development of highly interactive, community-oriented activities that specify roles, goals and materials for all members of the learning community. There are implications for incorporating new devices and new forms of human computer interaction, as well as for continued research of the model.
How Teachers Implement Active Learning: Typologies of Orchestrational FlowFeatured Article
Author: Elizabeth S. Charles, Jim Slotta, Robert Cassidy, Michael Dugdale, Kevin Lenton and Chao Zhang | Source: CSCL Proceedings | Year: 2019
[easy_media_download url="/wp-content/uploads/2019/11/Charles.et_.al_2019_How-Teacheres-Implement-ALearning_CSCL-2019-Volume-1.pdf" text="Download" target="_blank" force_dl="1"]Evolving the classrooms of the future: The interplay of pedagogy, technology and communityFeatured Article
Author: Jim Slotta | Source: Classroom of the Future: Orchestrating Collaborative Spaces | Year: 2010
Read ArticleSupporting collaborative knowledge construction with Web 2.0 technologiesFeatured Article
Author: Jim Slotta and Najafi, H. | Source: In Emerging Technologies for the Classroom: A Learning Sciences Perspective | Year: 2012
Read ArticleResearch about the use of information technology in science education
Author: Niedderer, H., Sander, F., Goldberg, F., Otero, V., Jorde, D., Jim Slotta and Vince, J. | Source: In Science education research in the knowledge-based society (pp. 309-321). Springer Netherlands. | Year: 2003
Read ArticleTeachers as participatory designers: Two case studies with technology-enhanced learning environments
Author: Cober, R., Tan, E., Jim Slotta, So, H. J. and Könings, K. D. | Source: Instructional Science | Year: 2015
Read ArticleCo-design of collaborative collective knowledge environment
Author: Elizabeth S. Charles, Tissenbaum, M., Chris Whittaker, Lui, M., Michael Dugdale and Jim Slotta | Source: 9th International Conference on Computer Supported Collaborative Learning, Hong Kong, China | Year: 2011
From things to processes: A theory of conceptual change for learning science concepts
Author: Chi, M. T., Jim Slotta and De Leeuw, N. | Source: Learning and Instruction | Year: 1994
Read ArticleImmersive simulations for smart classrooms: Exploring evolutionary concepts in secondary science
Author: Lui, M. and Jim Slotta | Source: Technology, Pedagogy and Education | Year: 2014
Read ArticleOrchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure
Author: Jim Slotta, Tissenbaum, M. and Lui, M. | Source: Third International Conference on Learning Analytics and Knowledge | Year: 2013
Read ArticleAn international perspective on new models of learning and teaching
SALTISE Conference 2013