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|Title:||Seeing Learning Sciences Research as Modeling|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Roschelle, J. (2021). Seeing Learning Sciences Research as Modeling. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 737-740). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||Researchers in the Learning Sciences take two prevalent stances: research as building theories or as developing designs. The connection between theories and designs is most often filled in by methods, but an alternative stance is possible: research as improving models. The modeling stance seeks parsimonious, useful, illuminating descriptions of learning activity systems. Models can help us understand and express how variability (in all its forms) plays into, is enacted during, and results from designed learning activities. Building models often requires employing multiple theories, methods, and design elements; a modeling stance recognizes that our research often elaborates a multi-level systems view. An explicit modeling stance may lead to developing descriptions of complex systems, inviting multi-stakeholder teamwork to improve these systems, integrating advances in learning analytics and educational data mining, and adding to ability of learning sciences research to tackle challenges at scale|
|Appears in Collections:||ISLS Annual Meeting 2021|
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