Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1214
Title: “So, I think I'm a Programmer Now”: Developing Connected Learning for Adults in a University Craft Technologies Course
Authors: Fields, Deborah A.
King, Whitney L.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Fields, D. A. & King, W. L. (2014). “So, I think I'm a Programmer Now”: Developing Connected Learning for Adults in a University Craft Technologies Course. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 927-936.
Abstract: In the past decade many conversations about learning have turned from primarily discipline-based or space-based settings to concerns about helping students make connections between settings, what some have popularly termed "connected learning" (Ito et al., 2013). Nowhere is connected learning more needed than in areas of programming and engineering with new digital technologies, specifically craft technologies, which holds new potential to reshape the ways that we think about these disciplines. Often, discussions of connected learning focus on children and youth with an emphasis on informal, out-of-school settings. We argue college students and adults may benefit just as much from connected learning, and formal settings of learning should not be neglected in conversations of connected learning. We describe and analyze a new university course called Craft Technologies, developed to engage non-engineering, non-computer science major students by creating projects that would change the way they thought of and used computers and electronics.
URI: https://doi.dx.org/10.22318/icls2014.927
https://repository.isls.org//handle/1/1214
Appears in Collections:ICLS2014

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