Rising above? Implications of complexity for theories of learning

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

Research output: Contribution to conferencePaper

1 Citation (Scopus)

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
Pages1328-1333
Number of pages6
Publication statusPublished - 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count -
Duration: 23 Jun 2018 → …

Conference

Conference13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Period23/06/18 → …

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  • Cite this

    Jacobson, M. J., Reimann, P., Kapur, M., Ludvigsen, S. R., Vosniadou, S., Barab, S. A., Nathan, M. J., & Chinn, C. A. (2018). Rising above? Implications of complexity for theories of learning. 1328-1333. Paper presented at 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, .