Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/971
Title: Enrollment of Higher Education Students in Professional Knowledge and Practices
Authors: Damșa, Crina
Muukkonen, Hanni
Ludvigsen, Sten
Nerland, Monika
Lakkala, Minna
Toom, Auli
Kosonen, Kari
Ilomäki, Liisa
Markauskaite, Lina
Goodyear, Peter
Bachfischer, Agnieszka
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Damșa, C., Muukkonen, H., Ludvigsen, S., Nerland, M., Lakkala, M., Toom, A., Kosonen, K., Ilomäki, L., Markauskaite, L., Goodyear, P., & Bachfischer, A. (2014). Enrollment of Higher Education Students in Professional Knowledge and Practices. 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 3. Colorado, CO: International Society of the Learning Sciences, pp. 1283-1292.
Abstract: In this symposium, we discuss students becoming "enrolled" and appropriate the knowledge and practices of their prospective profession. This discussion and the related research are anchored in the acknowledgement that education programs should provide opportunities for learning and development of competencies required for knowledge-based work. We present empirical studies that examine learning in higher education courses in three different countries. These studies focus on student engagement, participation, and experiences in learning activities emphasizing knowledge practices that resemble professional work, and analyze how enrollment takes place and is facilitated by curriculum design and instruction. The findings show the nature and complexity of the knowledge practices embedded in the curriculum and how students become involved in these activities. The symposium delineates challenges for designing learning scenarios that support such enrollment. Ultimately, the symposium contributes to the ongoing discussion on how enrollment and curriculum design can stimulate and support knowledge-driven learning.
URI: https://doi.dx.org/10.22318/icls2014.1283
https://repository.isls.org//handle/1/971
Appears in Collections:ICLS2014

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