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

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

College of Education, Psychology and Social Work

Research output: Contribution to conference › Paper › peer-review

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 language	English
Pages	1328-1333
Number of pages	6
Publication status	Published - 2018
Event	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - Duration: 23 Jun 2018 → …

Conference

Conference	13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
Period	23/06/18 → …

Cite this

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title = "Rising above? Implications of complexity for theories of learning",

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.",

author = "Jacobson, {Michael J.} and Peter Reimann and Manu Kapur and Ludvigsen, {Sten R.} and Stella Vosniadou and Barab, {Sasha Alexander} and Nathan, {Mitchell J.} and Chinn, {Clark A.}",

year = "2018",

language = "English",

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note = "13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count ; Conference date: 23-06-2018",

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Rising above? Implications of complexity for theories of learning. / Jacobson, Michael J.; Reimann, Peter; Kapur, Manu et al.
2018. 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.

Research output: Contribution to conference › Paper › peer-review

TY - CONF

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

AU - Jacobson, Michael J.

AU - Reimann, Peter

AU - Kapur, Manu

AU - Ludvigsen, Sten R.

AU - Vosniadou, Stella

AU - Barab, Sasha Alexander

AU - Nathan, Mitchell J.

AU - Chinn, Clark A.

PY - 2018

Y1 - 2018

N2 - 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.

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.

M3 - Paper

SP - 1328

EP - 1333

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

ER -

Rising above? Implications of complexity for theories of learning

Abstract

Conference

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