Professor and Associate Dean for Research
James Slotta has made a prolific career at the intersection of technology and education. His expertise in technology-enhanced learning, STEM inquiry curriculum, knowledge media, and smart classrooms has earned him international recognition, and his research has yielded scores of books and scholarly articles.
Slotta works as a professor and Associate Dean for Research. He also founded and remains active in ENCORE lab, a research group of teachers and students focused on collaborative and collective forms of inquiry learning.
Winning the 2015 SALTISE Pedagogical Innovation and Lifetime of Contribution Award is only his latest in a series of honors for Slotta, including accruing several top cited articles in his field.
Slotta’s research has been funded by NIH, NSF, and universities around the world, and it has yielded WISE, the Web-based Inquiry Science Environment; KCI: Knowledge Community and Inquiry; and Common Knowledge, a research environment for scripting and orchestrating collective inquiry.
SALTISE Pedagogical Innovation and Lifetime of Contribution Award
- recognizes exceptional achievement in promoting educational innovation
Nominated for best student paper, International Conference of the Learning Sciences
Tissenbaum, M. & Slotta, J.D. (2014). Developing an Orchestrational Framework for Collective Inquiry in Smart Classrooms: SAIL Smart Space (S3). Proceedings of the Eleventh International Conference of the Learning Sciences. Volume 1. 831 – 838. International Society of the Learning Sciences (ISLS)
Top 10 most cited articles, 2007-2001, Journal of Learning and Instruction:
Kollar, Fischer & Slotta, 2007. Internal and external scripts in computer-supported collaborative learning. Learning & Instruction, 17(6), 708-721.
Best student research paper.
Tissenbaum, M., Lui, M., & Slotta, J.D. (2011). Rethinking Education in the Knowledge Society Conference, Monte Verita, Switzerland
Canada Research Chair in Education and Technology – second award
World Technology Award Winner (category of Education)
Canada Research Chair in Education and Technology
NASA VDC “Most Usable Research Paper” (with Ingo Kollar and Frank Fischer)
Best student paper, CSCL 2005 Proceedings (with Ingo Kollar and Frank Fischer)
IBM Faculty Award for eLearning design.
National Association for Interpretation 2002 Media Awards contest.
- First Place (with Andrea Strauss) "Interpretive Program Curriculum"
Learning Software Design Award, University of Minnesota.
Tim Post Award for outstanding psychology graduate student.
IBM Leadership Award, Poughkeepsie, NY.
Physics Departmental Tutor (high honors), Case Institute of Technology.
Valedictorian of graduating class, Regis Jesuit High School (Denver, CO).
Tissenbaum, M., & Slotta, J. D. (2015). Scripting and Orchestration of Learning Across Contexts: A Role for Intelligent Agents and Data Mining. In Seamless Learning in the Age of Mobile Connectivity (pp. 223-257). Springer Singapore.
Slotta, J.D. (2014). Tangible and Embodied Interactions for Learning. In Richard Gunstone (Ed.) Encyclopedia of Science Education. Springer.
Slotta, J.D. (2014). Technology for Science Education: Research. In Richard Gunstone (Ed.) Encyclopedia of Science Education. Springer.
Slotta, J.D. & Najafi, H. (2013). Supporting Collaborative Knowledge Construction with Web 2.0 Technologies. In Emerging Technologies for the Classroom: A Learning Sciences Perspective (N. Lavigne, Ed.). pp. 93-112. Springer.
Slotta, J.D. & Najafi, H. (2012). Technology-Enhanced Learning Environments for Science Inquiry. In Norbert H. Seel (Ed.) Encyclopedia of the Sciences of Learning. pp.3287-3295. Springer.
Slotta J D and Najafi H (2010), Knowledge Communities in the Classroom. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education. volume 8, pp. 189-196. Oxford: Elsevier.
Peters, V. L., & Slotta, J. D. (2010). Scaffolding knowledge communities in the classroom: New opportunities in the Web 2.0 era. In M. J. Jacobson & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 205-232). Secaucus, NJ: Springer.
Slotta, J. D. (2010). Evolving the classrooms of the future: The interplay of pedagogy, technology and community. In K. Mäkitalo-Siegl, F. Kaplan, J. Zottmann & F. Fischer (Eds.). Classroom of the Future. Orchestrating collaborative spaces. (215-242). Rotterdam: Sense.
Krajcik, J., Slotta, J.D., McNeil, K. and Reiser, B. (2008). Designing Learning Environments to Support Students’ Integrated Understanding. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing Coherent Science Education. New York: Teachers College Press.
Berge, O. and Slotta, J. (2006). "Learning Technology Standards and Inquiry-Based Learning." In: A. Koohang (Ed). Principles and Practices of the Effective Use of Learning Objects. Informing Science Press.
Linn, M.C. and Slotta, J.D. (2006). Enabling participants in online forums to learn from each other. In: A. O’Donnell, J.L. van der Linden, & C.E. Hmelo (Eds.) Collaborative Learning, Reasoning, and Technology. 61-97. 2001 Rutgers Invitational Series in Education, Lawrence Erlbaum.
Clark, D. B., & Slotta, J. D. (2004). The Web-based Inquiry Science Environment (WISE): Research and design. In A. Kovalchick and K. Dawson (Eds.), Education And Technology: An Encyclopedia. Vol. 2., 630-637. ABC-CLIO: Denver Colorado.
Slotta, J.D (2004). The Web-based Inquiry Science Environment (WISE): Scaffolding Knowledge Integration in the Science Classroom. In M.C. Linn, P. Bell and E. Davis (Eds). Internet Environments for Science Education. 203-232 . LEA.
Niedderer, H., Sander, F., Goldberg, F., Otero, V., Jorde, D., Slotta, J., Strømme, A., Fischer, H. E., Hucke, L., Tiberghien, A., & Vince, J. (2003). Research about the use of information technology in science education. In D. Psillos et al (Eds.), Science Education Research in the Knowledge-Based Society, 309-321. Dordrecht: Kluwer Academic Publishers.
Slotta, J. D. & Linn, M. C. (2000). The Knowledge Integration Environment: Helping students use the Internet Effectively. In Jacobson, M. J. & Kozma, R. (Ed.), Learning the Sciences of the 21st Century. 193-226. Hilldale, NJ: Lawrence Erlbaum & Associates.
Korsager, M., & Slotta, J. D. (2015). “Climate change is global, not local” – A study of the Development of Students’ Ecological and Global Understanding of Climate Change. International Journal of Environmental and Science Education, 10(4), 717-736.
Cober, R., Tan, E., Slotta, J.D., So, H., & Könings, K.D. (2015). Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science. 43(2) 203-228.
Korsager, M., Slotta, J. D., & Jorde, D. (2014). Global Climate Exchange: Peer collaboration
in a “Global classroom”. Nordic Studies in Science Education, 1(1), 105-120.
Lui, M., & Slotta, J. D. (2014). Immersive simulations for smart classrooms: exploring evolutionary concepts in secondary science. Technology, Pedagogy and Education, 23(1): 57 – 80.
Chi, M.T.H., Roscoe, R., Slotta, J., Roy, M., & Chase, M. (2012). Misconceived causal explanations for "emergent" processes. Cognitive Science, 36, 1-61.
Yang, D., Streveler, R. A., Miller, R. L., Slotta, J., Matusovich, H., & Magana, A. (2012). Using computer-based online learning modules to promote conceptual change: Helping students understand difficult concepts in thermal and transport science. International Journal of Engineering Education, 28(3), 686-700.
Tissenbaum, M., Lui, M., & Slotta, J. D. (2012). Co-designing collaborative smart classroom curriculum for secondary school science. Journal of Universal Computer Science. 18 (3), 327-352.
Slotta, J. D. (2011). In Defense of Chi's Ontological Incompatibility Hypothesis. Journal of the Learning Sciences, 20: 1, 151-162.
Slotta, J.D., Schanze, S. & Pinkwart, N. (2010). Guest Editors’ Introduction. Special Issue: International Perspectives On Inquiry And Technology. Research and Practice in Technology Enhanced Learning Vol. 5, No. 3. 155–160. World Scientific Publishing Company & Asia-Pacific Society for Computers in Education.
Linn, M.C., Slotta, J.D., Terashima, H., Stone, E. & Madhok, J. (2010). Designing Science Instruction using the Web-based Inquiry Science Environment (WISE). Asia-Pacific Forum on Science Learning and Teaching, Volume 11 (2). P. 1–23.
Slotta, J.D. & Jorde, D. (2010). Toward a Design Framework for International Peer Discussions: Taking Advantage of Disparate Perspectives on Socioscientific Issues. Research and Practice in Technology Enhanced Learning Vol. 5, No. 3. 161-184. World Scientific Publishing Company & Asia-Pacific Society for Computers in Education.
Jong, T., van Joolingen, W.R., Giemza, A., Girault, I., Hoppe, U., Kindermann, J., Kluge, A.W., Lazonder, A.W., Vold, V., Weinberger, A., Weinbrenner, S., Wichmann, A. Anjewierden, A., Bodin, M., Bollen, L. d´Ham, C., Dolonen, J., Engler, J., Geraedts, C., Grosskreutz, H., Hovardas, T., Julien, R., Lechner, J., Ludvigsen, S., Matteman, Y., Meistadt, Ø., Næss, B., Ney, M., Pedaste, M., Perritano, A., Rinket, M., von Schlanbusch, H., Sarapuu, T., Schulz, F., Sikken, J., Slotta, J., Toussaint, J., Verkade, A., Wajeman, C., Wasson, B., Zacharia, Z.C., & van der Zanden, M. (2010). Learning by creating and exchanging objects: the SCY experience. British Journal of Educational Technology, 41, 909-921.
Slotta, J.D. and Aleahmad, T. (2009). WISE technology lessons: Moving from a local proprietary system to a global open source framework. Research and Practice in Technology Enhanced Learning. 4 (2) 169–189. World Scientific Publishing Company.
Peterson, S. S. and Slotta, J. D. (2009). Saying Yes to Online Learning: A First-Time Experience Teaching an Online Graduate Course in Literacy Education. Literacy Research and Instruction, 48: 120–136. Routledge.
Kollar, I., Fischer, F. & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative learning. Learning & Instruction, 17(6), 708-721.
Slotta, J. D. & Chi, M. T. H. (2006). The impact of ontology training on conceptual change: Helping students understand the challenging topics in science. Cognition and Instruction 24(2). 261-289. Lawrence Erlbaum Associates.
Linn, M.C., Husic, F., Slotta, J.D., & Tinker, R. (2006). Technology Enhanced Learning in Science (TELS): Research Programs. Educational Technology, 46(3), 54-68.
Cuthbert, A. J., & Slotta, J. D. (2004). Designing a web-based design curriculum for middle school science: the WISE Houses In The Desert project. International Journal of Science Education, 26(7), 821-844.
Kollar, I., Fischer, F., Slotta, J. D. & Meister, D. (2004). Missbildungen bei Fröschen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE. Praxis der Naturwissenschaften - Biologie in der Schule, 53(3), 38-39.
Meister, D.M., Fischer, F., Kollar, I. & Slotta, J.D. (2004). Lehrer-Communities - Erfahrungen aus der web-basierten WISE-Lernumgebung. Computer und Unterricht, 54, 50-53.
Linn, M. C., Clark, D. B., & Slotta, J. D. (2003). WISE Design for Knowledge Integration. Science Education, 87(4), 517-538.
Slotta, J.D. (2002). Designing the Web-based Inquiry Science Environment. In S. Hooper (Ed). Educational Technology. 42(5), 15-20.
Slotta, J.D. (2002). Partnerships in the Web-based Inquiry Science Environment (WISE). Cognitive Studies, 9(3) 351-361.
Fischer, F. & Slotta, J. D. (2002). Online-Controversen in WISE. Wie das Internet genutzt werden kann, um naturwissenschaftliches Denken zugänglich zu machen. Computer und Unterricht, 11, 27-29.
Reiner, M. Slotta, J. D., Chi, M. T. H. & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18(1), 1-35.
Linn, M.C. & Slotta, J.D. (2000) WISE Science. Educational Leadership, 52, 29-32. Association for Supervision and Curriculum Development. Alexandria, VA.
Clark, D. B., & Slotta, J. D. (2000). Source credibility, source media, and students’ interpretation of information on the Internet. International Journal of Science Education, 22 (8), 859-871.
Linn, M. C., Shear, L., Bell, P., & Slotta, J. D. (1999). Organizing principles for science education partnerships: Case studies of students' learning about 'rats in space' and 'deformed frogs'. Educational Technology Research and Development, 47(2), 61-84.
Slotta, J. D. & Chi, M. T. H., and Joram, E. (1995). Assessing students' misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction. 13, (3), 373-400.
Chi, M. T. H., Slotta, J. D. & deLeeuw, N. A. (1994). From things to processes: a theory of conceptual change for learning science concepts. Special issue on "Conceptual Change," Learning and Instruction, 4, 27-43.
Chi, M. T. H. & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Commentary on A. diSessa's "Toward an epistemology of physics." Cognition and Instruction, 10 (2,3), 249-260.
Rosenbaum, D. A., Slotta, J. D. & Vaughan, J. & Plamondon, R. (1991). Optimal movement selection. Psychological Science, 2(2), 86-91. (Based on second author's master's thesis.)
Rosenbaum, D. A., Marchak, F., Barnes, H. J., Vaughan, J., Slotta, J. D., & Jorgensen, M. (1990). Constraints for action selection: Overhand versus underhand grips. In M. Jeannerod (Ed.), Attention and Performance XIII: Motor representation and control. 321-342. Hillsdale, NJ: Lawrence Erlbaum Associates.
Rosenbaum, D. A., Barnes, H. J., & Slotta, J. D. (1988). In defense of the advance specification hypothesis for motor control. Psychological Research, 50, 58-62.
Rosenbaum, D. A., Vaughan, J., Jorgensen, M. J., Slotta, J. D., & Barnes, H. J. (1988). One bad turn deserves another: A rule of thumb for hand rotations. Five College Cognitive Science Paper 88-2.