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 journalConference article

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 languageEnglish (US)
Pages (from-to)1328-1333
Number of pages6
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - Jan 1 2018
Event13th 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 2018Jun 27 2018

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ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Jacobson, M. J., Reimann, P., Kapur, M., Ludvigsen, S., Vosniadou, S., Barab, S., Nathan, M. J., & Chinn, C. (2018). Rising above? Implications of complexity for theories of learning. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 1328-1333.