Negotiating academic communities: Narratives of life-long learners

Sally Fincher, Sebastian Dziallas, Ofra Brandes, Yifat Ben David Kolikant, R. Benjamin Shapiro

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

We bring together three case studies in computer science and engineering which were launched for the same purpose: to understand what participants - students, high-school teachers, and university teachers - considered themselves to be significant in their pursuit of professional growth and what empowered and disempowered them. All three studies use narrative methods, although in different ways. The studies share two findings: (a) participants were engaged in processes of becoming or being life-long learners, and (b) the importance of community in their narratives.

Original languageAmerican English
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1055-1062
Number of pages8
Volume2
ISBN (Electronic)9780990355083
StatePublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: 20 Jun 201624 Jun 2016

Conference

Conference12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/TerritorySingapore
CitySingapore
Period20/06/1624/06/16

Bibliographical note

Publisher Copyright:
© ISLS.

Keywords

  • Community
  • Computer science
  • Life-long learning
  • Narrative methods

Fingerprint

Dive into the research topics of 'Negotiating academic communities: Narratives of life-long learners'. Together they form a unique fingerprint.

Cite this