Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/612
Title: Rising Above? Implications of Complexity for Theories of Learning
Authors: Jacobson, Michael
Kapur, Manu
Reimann, Peter
Ludvigsen, Sten
Vosniadou, Stella
Nathan, Mitchell
Barab, Sasha
Chinn, Clark
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Jacobson, M., Kapur, M., Reimann, P., Ludvigsen, S., Vosniadou, S., Nathan, M., Barab, S., & Chinn, C. (2018). Rising Above? Implications of Complexity for Theories of Learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: A recent article—Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning—analyzed the long-running cognitive versus situative learning debate and proposes that a Complex Systems Conceptual Framework of Learning (CSCFL) could provide a principled way to achieve a theoretical rapprochement. In this session, we bring together major educational and learning theoreticians for cognitive, situative, embodied, and socio-cultural perspectives to consider, debate, and to perhaps (or not) “rise above” currently engaged major issues, debates, and disagreements that fundamentally influence educational research in a wide range of areas.
URI: https://doi.dx.org/10.22318/cscl2018.1328
https://repository.isls.org//handle/1/612
Appears in Collections:ICLS 2018

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