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

Graduate School of Education, Education Psychology

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

2 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 - 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

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

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.",

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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

N1 - Publisher Copyright: © ISLS.

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.

UR - https://www.scopus.com/pages/publications/85053871965

UR - https://www.scopus.com/pages/publications/85053871965#tab=citedBy

M3 - Conference article

AN - SCOPUS:85053871965

SN - 1814-9316

VL - 2

SP - 1328

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

All Science Journal Classification (ASJC) codes

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