Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19419
Title: 
Are CSCL and learning sciences research relevant to large-scale educational reform?
Authors: 
Issue Date: 
2013
Citation: 
Law, N., Miyake, N., Looi, C.-K., Vuorikari, R., Punie, Y., & Linn, M. (2013). Are CSCL and learning sciences research relevant to large-scale educational reform? In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Eds.), Proceedings of Computer Supported Collaborative Learning (CSCL) 2013, Part 1 (pp. 572-579). Madison, USA: International Society of the Learning Sciences.
Abstract: 
Many scholars have contributed efforts to improve education in schools. A major motivation for learning scientists to develop design research as a methodology is to contribute to theory and educational practice through rigorous research without avoiding the complexities and messiness in authentic educational settings. There are many examples of successful implementation of collaborative, knowledge-construction oriented pedagogies using socio-cognitive and socio-metacognitive tools in formal and informal educational settings as well as in teacher professional development. However, there are many challenges to scaling up such innovations beyond small-scale implementation, including that of developing into “fatal mutations” (Brown, 1992). This symposium provides an opportunity for discussion and reflection on the impact that CSCL and Learning Sciences researchers have made on large-scale education reform and what, if any, may be done to extend this impact by bringing together a set of papers describing some large-scale education innovation initiatives in Asia and Europe.
URI: 
Appears in Collections:Conference Papers

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