2013 Annual Conference
November 5–8, 2013
Lexington, KY
It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
The Language of Doing and Learning: How Students Re-envision Themselves as Knowers
Type of Presentation
Shared
Session Abstract
By exploring the words students mobilize to identify what they have done and what they know, this presentation investigates the ways Piror Learning Assessment students potentially re-envision themselves as knowers.
Target Audience
Faculty, both researchers and practitioners, interested in the ways students construct and define what they know through autobiographical writing and reflection should attend this session. While the session utilizes Prior Learning Assessment as a lens through which to study students' understand of self, the session is broadly applicable to those who would like to discuss experiential and transformative learning.
Learning Outcomes
Those who attend the session will be able to understand how research methods in the humanities are applicable to the study of student learning, especially textual analysis and topic modeling. They will be able to evaluate whether and to what extent textual analysis can yield insights into the transformation of students' understanding of themselves as learners.
Session Description
While Prior Learning Assessment (PLA) has received renewed attention by policy makers, it is also experiencing a renaissance as a field of research. This presentation contributes to this scholarship by applying research methods from the humanities to the study of student learning. By exploring the words students mobilize to identify what they have done and know, this presentation investigates the ways PLA students potentially re-envision themselves. The session will present findings based on textual analysis as well as topic modeling, utilizing student writing in reflective learning tools including journals, graphic organizers, as well as PLA Essays. The study investigates how students define their experiences and knowledge, comparing language they choose to describe what they have done to the ways they identify what they know. It examines whether word choice provides insight into students’ understandings of themselves as doers and learners, potentially revealing transformation in their conceptions of themselves as knowers.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
No preference
Primary Presenter
Anne Rapp, Adult Higher Education Alliance/AAACE
Work Title
Assistant Professor