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|Title:||Rising Above? Implications of Complexity for Theories of Learning|
|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.|
|Appears in Collections:||ICLS 2018|
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