Interconnecting knowledge, experience, and self in humanistic knowledge building communities

Yotam Hod; Dani Ben-Zvi; Michal Dvir

Interconnecting knowledge, experience, and self in humanistic knowledge building communities

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

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	American 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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

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title = "Interconnecting knowledge, experience, and self in humanistic knowledge building communities",

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 {\textquoteleft}humanistic knowledge building community{\textquoteright} 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{\textquoteright} evolving knowledge, experience, and self. In this study we report on these through the lens of a single student.",

author = "Yotam Hod and Dani Ben-Zvi and Michal Dvir",

note = "Publisher Copyright: {\textcopyright} ISLS.; 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count ; Conference date: 23-06-2018 Through 27-06-2018",

year = "2018",

language = "American English",

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pages = "376--383",

journal = "Proceedings of International Conference of the Learning Sciences, ICLS",

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number = "2018-June",

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T1 - Interconnecting knowledge, experience, and self in humanistic knowledge building communities

AU - Hod, Yotam

AU - Ben-Zvi, Dani

AU - Dvir, Michal

N1 - Publisher Copyright: © ISLS.

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

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M3 - Conference article

SN - 1814-9316

VL - 1

SP - 376

EP - 383

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 -

Interconnecting knowledge, experience, and self in humanistic knowledge building communities

Abstract

UN SDGs

All Science Journal Classification (ASJC) codes

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