Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/985
Title: Disrupting Learning: Changing Local Practice for Good
Authors: Y., Jasmine
Munter, Charles
Heyd-Metzuyanim, Einat
Greeno, James G.
Kelton, Molly
Hall, Rogers
Gresalfi, Melissa
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Y., J., Munter, C., Heyd-Metzuyanim, E., Greeno, J. G., Kelton, M., Hall, R., & Gresalfi, M. (2014). Disrupting Learning: Changing Local Practice for Good. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1396-1405.
Abstract: The papers in this symposium explore the concept of disruptions as an analytical concept for investigating how individual learning and changes in local practice mutually influence each other in designed learning contexts. Disruptions are rearrangements, temporary or sustained, of typical practice, meaningfully experienced by participants. The papers present data from a variety of studies investigating middle and high school mathematics education settings (teacher professional development, a geometry design study, museum field trips) as comparative cases for exploring the idea of disruptions. We explore how disruptions to typical practice in terms of discourse, authority, participation frames, material and representational tools, and spaces and modes of learning are taken up, adapted, or rejected by learners, and how this informs design.
URI: https://doi.dx.org/10.22318/icls2014.1396
https://repository.isls.org//handle/1/985
Appears in Collections:ICLS2014

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