Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorStamatis, Kristina M.
dc.contributor.authorClarke, Sherice N.
dc.contributor.authorPolman, Joseph L.
dc.contributor.authorGates, Zaynab
dc.contributor.authorLee, Ung-Sang
dc.contributor.authorVan, Marcus
dc.contributor.authorNagashima, Tomohiro
dc.contributor.authorYadav, Gautam
dc.contributor.authorAleven, Vincent
dc.contributor.authorOswald, Emily
dc.contributor.authorEsborg, Line
dc.contributor.authorPierroux, Palmyre
dc.contributor.authorRiedy, Robbin
dc.contributor.authorFarrell, Caitlin
dc.contributor.authorPenuel, William R.
dc.contributor.authorResnick, Alison
dc.contributor.authorSingleton, Corinne
dc.contributor.authorS, Sushil
dc.contributor.authorSommer, Stephen
dc.contributor.authorTran, Trang C.
dc.contributor.authorPalomar, Marlene
dc.contributor.authorMckoy, Ashieda
dc.contributor.authorOrtega, Brenda Aguirre
dc.contributor.authorPalomar, Fabiola
dc.contributor.authorTran, Trang B.
dc.contributor.authorWidman, Sari
dc.contributor.authorChan, Jenny Yun-Chen
dc.contributor.authorClosser, Avery H.
dc.contributor.authorNgo, Vy
dc.contributor.authorSmith, Hannah
dc.contributor.authorLiu, Allison S.
dc.contributor.authorOttmar, Erin R.
dc.contributor.authorYu, Junnan
dc.identifier.citationStamatis, K. M., Clarke, S. N., Polman, J. L., Gates, Z., Lee, U., Van, M., Nagashima, T., Yadav, G., Aleven, V., Oswald, E., Esborg, L., Pierroux, P., Riedy, R., Farrell, C., Penuel, W. R., Resnick, A., Singleton, C., S, S., Sommer, S., Tran, T. C., Palomar, M., Mckoy, A., Ortega, B. A., Palomar, F., Tran, T. B., Widman, S., Chan, J. Y., Closser, A. H., Ngo, V., Smith, H., Liu, A. S., Ottmar, E. R., & Yu, J. (2023). Designing to disrupt while encountering disruption: Engaging with the unexpected in educational research and practice. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1676-1685). International Society of the Learning Sciences.en
dc.description.abstractThis symposium brings together eleven projects across three continents to examine notions of disruption in educational research. Historically, notions of disruption have pointed to the ways research leverages innovation and transformative practice. However, amid global pandemic and intersecting unrest, the authors in this session recognize the need for deeper conversation across contexts to understand the ways that educational research in the learning sciences can leverage disruption toward transformational learning. To respond to this year’s call for building and sustaining knowledge in community, we seek to foster conversation about the ways that designed for and encountered disruptions act as opportunities for critical reflection and new kinds of engagement in educational research. Together, we examine various notions of disruption as they exist in our disparate work. We seek to provoke meaningful conversations about the ways educational research can embody the contemporary realities of learning with and toward disruption.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1676-1685
dc.subjectLearning Sciencesen
dc.titleDesigning to Disrupt While Encountering Disruption: Engaging With the Unexpected in Educational Research and Practiceen
Appears in Collections:ISLS Annual Meeting 2023

Files in This Item:
File SizeFormat 
ICLS2023_1676-1685.pdf214.28 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.