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 language | English |
|---|---|
| Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
| Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
| Editors | Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 1055-1062 |
| Number of pages | 8 |
| Volume | 2 |
| ISBN (Electronic) | 9780990355083 |
| State | Published - 2016 |
| Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016 |
Conference
| Conference | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
|---|---|
| Country/Territory | Singapore |
| City | Singapore |
| Period | 20/06/16 → 24/06/16 |
Bibliographical note
Publisher Copyright:© ISLS.
Keywords
- Community
- Computer science
- Life-long learning
- Narrative methods