Mapping the learning pathways and processes associated with the development of expertise and learner identities
Leah A. Bricker, Philip Bell, Suzanne Reeve, Brigid Barron, Nichole Pinkard, Kimberly Gomez, Caitlin Kennedy Martin, Akili Lee, Mark Chen, Heather Toomey Zimmerman, Carrie Tzou, Giovanna Scalone
(+7 others)
2008
International Conference of the Learning Sciences
This poster session showcases ten examples of expertise development in everyday domains of personal relevance and consequence to learners. The collection of cases highlighted in the posters stem from ethnographic research studies investigating learning from socio-cultural-historical perspectives. In each poster, authors describe their ethnographic project, explicate a case of expertise development, and detail the specific learning processes, practices, and pathways associated with that
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... development. Implications for understanding personally relevant and consequential learning for the design of effective learning environments in K-12 STEM classrooms and beyond will be discussed. Discussion will also include plans for the design and implementation of a data repository, which will house a broad set of learning cases, such as those detailed in this poster session, with the goals of supporting collaborative theoretical synthesizing related to diverse learning-related phenomena and helping researchers and educators understand the details of learning as it socially occurs in meaningful ways. Conceptualizing Expertise How we conceptualize, document, and support the development of specific areas of expertise is a fundamental aspect of "cre8ing a learning world," as the conference theme challenges us to do. Before designing effective learning environments in so-called formal (e.g., schools) and informal (e.g., museums) environments, we argue that we need to map the learning processes, practices, and domains people utilize when they develop areas of expertise in their everyday lives. We know very little about how learning and expertise develop over time scales based on a breadth of idiosyncratic human experience in the social settings people routinely frequent (Bell, et al., 2006) . Through the use of an interactive poster session, we engage in this scientific agenda by presenting a range of learning cases from ethnographic research studies. By design, the posters presented in this session highlight expertise development and the navigation of learning pathways in social contexts other than the traditional school day and from domains that are personally consequential and meaningful to the learners (although possibly not common in school). We argue that delineating specific learning processes associated with expertise development in these contexts and domains is crucial for understanding consequential learning and may inform the design of effective learning environments in K-12 STEM classrooms and beyond. In describing the proposed interactive poster session, a brief review of the expertise literature is followed by individual poster descriptions-including the core learning practices and processes showcased relative to the highlighted areas of expertise.
dblp:conf/icls/BrickerBRBPGMLCZTSHHMMSLA08
fatcat:rsi4cjilandivazbnn2jeirpve
