Abstract
This study attends the learning sciences to the work of Carl Rogers and person-centered education. Building on claims that knowledge building communities are idea-centered, as well as recent research in this area that has looked at learning holistically, we examine the notion of a ‘humanistic knowledge building community’ as an integration of idea-centered classroom knowledge building communities with Rogerian person-centeredness. We investigated an innovative course for graduate students in an educational technologies program that both inspired and informed this conceptualization. The results of our research led to an operational KES framework that reveals different patterns of interconnections between students’ evolving knowledge, experience, and self. In this study we report on these through the lens of a single student.
| Original language | English |
|---|---|
| Pages (from-to) | 376-383 |
| Number of pages | 8 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 1 |
| 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: 23 Jun 2018 → 27 Jun 2018 |
Bibliographical note
Publisher Copyright:© ISLS.
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
