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dc.contributor.authorJacobson, Michael
dc.contributor.authorKapur, Manu
dc.contributor.authorReimann, Peter
dc.contributor.authorLudvigsen, Sten
dc.contributor.authorVosniadou, Stella
dc.contributor.authorNathan, Mitchell
dc.contributor.authorBarab, Sasha
dc.contributor.authorChinn, Clark
dc.date.accessioned2018-11-04T23:27:28Z
dc.date.accessioned2018-11-04T22:40:03Z-
dc.date.available2018-11-04T23:27:28Z
dc.date.available2018-11-04T22:40:03Z-
dc.date.issued2018-07
dc.identifier.citationJacobson, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1328
dc.identifier.urihttps://repository.isls.org//handle/1/612-
dc.description.abstractA 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleRising Above? Implications of Complexity for Theories of Learningen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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