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Collective Memory Work: A Method for Turning Adult Learners’ Work-Life Experiences Into a Rich Collective Knowledge Resource in Higher Education

Collective Memory Work: A Method for Turning Adult Learners’ Work-Life Experiences Into a Rich... The aim of this article is to examine collective memory work (CMW) as a method for turning the work-life experiences of adult learners in a part-time master’s program into a collective knowledge resource, thereby strengthening the interplay between theory and practice in the students’ learning processes. CMW is a well-known qualitative research method, but only a limited amount of research has been done on its use in the context of higher education. This article is based on a case study of five CMW workshops executed between 2015 and 2019 as part of the program ‘Master’s in ICT and Learning’ provided by four collaborating Danish universities. The data consist of an educational design, in-class observations, and 103 memories written by students. This study shows how CMW enables students to share and analyze their work-life experiences as a relevant and rich collective knowledge resource, which allows them to discover shared structures between their work-life experiences and strengthen the interplay between theory and practice in their learning. The conclusion is that even though CMW is not designed to be used in an educational setting, the method can be applied with great results to turn students’ work-life experiences into a collective knowledge resource. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Collective Memory Work: A Method for Turning Adult Learners’ Work-Life Experiences Into a Rich Collective Knowledge Resource in Higher Education

Adult Learning , Volume OnlineFirst: 1 – Jan 1, 2021

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Publisher
SAGE
Copyright
© 2021 The Author(s)
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/10451595211004767
Publisher site
See Article on Publisher Site

Abstract

The aim of this article is to examine collective memory work (CMW) as a method for turning the work-life experiences of adult learners in a part-time master’s program into a collective knowledge resource, thereby strengthening the interplay between theory and practice in the students’ learning processes. CMW is a well-known qualitative research method, but only a limited amount of research has been done on its use in the context of higher education. This article is based on a case study of five CMW workshops executed between 2015 and 2019 as part of the program ‘Master’s in ICT and Learning’ provided by four collaborating Danish universities. The data consist of an educational design, in-class observations, and 103 memories written by students. This study shows how CMW enables students to share and analyze their work-life experiences as a relevant and rich collective knowledge resource, which allows them to discover shared structures between their work-life experiences and strengthen the interplay between theory and practice in their learning. The conclusion is that even though CMW is not designed to be used in an educational setting, the method can be applied with great results to turn students’ work-life experiences into a collective knowledge resource.

Journal

Adult LearningSAGE

Published: Jan 1, 2021

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