A two-day meeting organized by John Levine and Linda Argote, in which scholars from different disciplines (education, ed psych, organizational science, computer science, org psych) share their research on learning in and from group work in different settings. The program is attached.

The title of my own talk is "Argumentation for learning: What we know and what we need to know" and here is the abstract:

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There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this presentation, I will argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well-defined, and the variance in research methods is large. I present findings from a systematic review of the available research evidence while specifying the different antecedents, dialogue characteristics, and learning outcomes of argumentation. In doing so, I will identify claims that are supported with substantive empirical evidence and highlight some of the questions that remain open to further empirical examination.