Rising above? Implications of complexity for theories of learning

Michael J. Jacobson; Peter Reimann; Manu Kapur; Sten Ludvigsen; Stella Vosniadou; Sasha Barab; Mitchell J. Nathan; Clark Chinn

Rising above? Implications of complexity for theories of learning

Michael J. Jacobson, Peter Reimann, Manu Kapur, Sten Ludvigsen, Stella Vosniadou, Sasha Barab, Mitchell J. Nathan, Clark Chinn

Research output: Contribution to journal › Conference article › peer-review

1 Scopus citations

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.

Original language	English (US)
Pages (from-to)	1328-1333
Number of pages	6
Journal	Proceedings of International Conference of the Learning Sciences, ICLS
Volume	2
Issue number	2018-June
State	Published - Jan 1 2018
Event	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

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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.",

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T1 - Rising above? Implications of complexity for theories of learning

AU - Jacobson, Michael J.

AU - Reimann, Peter

AU - Kapur, Manu

AU - Ludvigsen, Sten

AU - Vosniadou, Stella

AU - Barab, Sasha

AU - Nathan, Mitchell J.

AU - Chinn, Clark

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AB - 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.

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AN - SCOPUS:85053871965

SN - 1814-9316

VL - 2

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EP - 1333

JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

IS - 2018-June

T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count

Y2 - 23 June 2018 through 27 June 2018

ER -

Rising above? Implications of complexity for theories of learning

Abstract

ASJC Scopus subject areas

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