The field of the Learning Sciences is concerned with educational research from the dual perspectives of human cognition and computing technologies, and the application of this research in three integrated areas:

• DESIGN: Design of learning and teaching environments, tools, or media, including innovative curricula, multimedia, artificial intelligence, telecommunications technologies, visualization, modeling, and design theories (such as Learner Centered Design) and activity structures for supporting learning and teaching.
  
• COGNITION: Models of the structures and processes of learning and teaching by which knowledge, skills, and understanding are developed, including the psychological foundations of the field, learning in content areas, professional learning, and the study of learning enabled by tools or social structures.
  
• SOCIAL CONTEXT: The social, organizational, and cultural dynamics of learning and teaching across the range of formal and informal settings, including schools, museums, homes, families, and professional settings.

Investigations in the Learning Sciences approach these issues from an interdisciplinary stance combining the traditional disciplines of computer science, cognitive science, and education. The Fourth International Conference on the Learning Sciences (ICLS 2000) will bring together experts from academia, industry, and education to discuss the application of theoretical and empirical knowledge from Learning Sciences research to practice in K-12 or higher education, corporate training, and learning in the home or other informal settings.

Examples of new applications and pedagogical frameworks discussed in past conferences include modeling and visualization tools for K-12 education, indexed multimedia databases for community outreach, collaboration tools for diverse users and settings, complex simulation environments for corporate training, and studies of learning from the points-of-view of design, problem-based learning, project-based learning, goal-based scenarios, and cognitive apprenticeship.

Of particular interest this year are issues pertaining to the application of Learning Sciences research in complex real-world settings. Complexity in real-world settings may be of many kinds: cultural, social, fiscal, infrastructural, etc. For Learning Sciences research to have lasting impact, we must address ourselves as a field to questions of how our work comes to bear in complex organizational and social settings, and carefully consider ways in which our own practices must evolve in order to remain relevant. This choice of theme builds upon the theme of the Third International Conference, which challenged us to consider what Learning Sciences research has to say about acquiring real-world knowledge and skills.

The goal of this conference was to bring together a diverse group of researchers, practitioners, developers, and users in order to obtain a deeper understanding of cognitive, social, and practical issues underlying effective education and to share insights into the design of the next generation of educational environments. Individuals are invited to share their expertise in cognitive science, cognitive psychology, education, computer science, multimedia, and artificial intelligence to offer (and gain!) perspectives and insights into these problems.

The conference was hosted by the School of Education and College of Engineering of the University of Michigan in Ann Arbor. The main program was held on the UM campus over four days from Wednesday, June 14th, to Saturday, June 17th, featuring plenary addresses by invited speakers, technical paper and poster sessions, a demonstration session, and a banquet. The main program was supplemented by a doctoral consortium and specialized workshops designed for early career researchers held outside of the main conference.