Computing is widely taught in schools in the UK and Ireland, but how does the subject vary across primary and secondary education in Scotland, England, Wales and Ireland? Join us to discuss via a paper published at UKICER.com by Sue Sentance, Diana Kirby, Keith Quille, Elizabeth Cole, Tom Crick and Nicola Looker. 
Many countries have increased their focus on computing in primary and secondary education in recent years and the UK and Ireland are no exception. The four nations of the UK have distinct and separate education systems, with England, Scotland, Wales, and Northern Ireland offering different national curricula, qualifications, and teacher education opportunities; this is the same for the Republic of Ireland. This paper describes computing education in these five jurisdictions and reports on the results of a survey conducted with computing teachers. A validated instrument was localised and used for this study, with 512 completed responses received from teachers across all five countries The results demonstrate distinct differences in the experiences of the computing teachers surveyed that align with the policy and provision for computing education in the UK and Ireland. This paper increases our understanding of the differences in computing education provision in schools across the UK and Ireland, and will be relevant to all those working to understand policy around computing education in school.
(we’ll be joined by the co-authors of the paper: Sue Sentance and Diana Kirby from the University of Cambridge and the Raspberry Pi Foundation with a lightning talk summary to start our discussion)
Sue Sentance, Diana Kirby, Keith Quille, Elizabeth Cole, Tom Crick and Nicola Looker (2022) Computing in School in the UK & Ireland: A Comparative Study UKICER ’22: Proceedings of the 2022 Conference on United Kingdom & Ireland Computing Education Research 5 pp 1–7 DOI: 10.1145/3555009.3555015
Cognitive Load Theory provides a basis for understanding the learning process. It has been widely used to improve the teaching and learning of many subjects including Computer Science. But how can it help us build better collaborative learning experiences? Join us to discuss via a paper by Paul Kirschner, John Sweller, Femke Kirschner & Jimmy Zambrano R.  From the abstract:
Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
Kirschner, Paul A.; Sweller, John; Kirschner, Femke; Zambrano R., Jimmy (2018). “From Cognitive Load Theory to Collaborative Cognitive Load Theory”. International Journal of Computer-Supported Collaborative Learning. 13 (2): 213–233. DOI:10.1007/s11412-018-9277-y
Learning sciences aims to improve our theoretical understanding of how people learn while computing education investigates with how people learn to compute. Historically, these fields existed independently, although attempts have been made to merge them. Where do these disciplines overlap and how can they be integrated further? Join us to discuss learning sciences for computing education via a paper by Lauren Margulieux, Brian Dorn and Kristin Searle, from the abstract:
This chapter discusses potential and current overlaps between the learning sciences and computing education research in their origins, theory, and methodology. After an introduction to learning sciences, the chapter describes how both learning sciences and computing education research developed as distinct fields from cognitive science. Despite common roots and common goals, the authors argue that the two fields are less integrated than they should be and recommend theories and methodologies from the learning sciences that could be used more widely in computing education research. The chapter selects for discussion one general learning theory from each of cognition (constructivism), instructional design (cognitive apprenticeship), social and environmental features of learning environments (sociocultural theory), and motivation (expectancy-value theory). Then the chapter describes methodology for design-based research to apply and test learning theories in authentic learning environments. The chapter emphasizes the alignment between design-based research and current research practices in computing education. Finally, the chapter discusses the four stages of learning sciences projects. Examples from computing education research are given for each stage to illustrate the shared goals and methods of the two fields and to argue for more integration between them.
There’s a 5 minute summary of the chapter ten minutes into the video below: