Authors:
Zhongya Zhang
1
;
Tilde Bekker
1
;
Helle Marie Skovbjerg
2
and
Panos Markopoulos
1
Affiliations:
1
Department of Industrial Design, Eindhoven University of Technology, De Zaale, Eindhoven, The Netherlands
;
2
LAB Design for Play, Design School Kolding, Agade 10, 6000 Kolding, Denmark
Keyword(s):
Reflection, Design-based Learning, Reflection Support Tool, Digital Learning Environment.
Abstract:
Supporting students to make their reflections visible and accessible during the inquiry-based process can enhance the learning outcomes and foster reflective thinking. This research examines how technology can play a role in scaffolding students to create contextualized reflection-in-action products which can contribute to reflection-on-action in design-based learning classroom. In this paper, we present the design of a multimedia tool called ReflectionScope, which offers contextualized scaffolding to prompt students to monitor their action and create reflective videos using the digital video-camera or visual “scope” attached. Twenty-one secondary school students (aged 13) used ReflectionScope in a two-weeks design-based learning class. An analysis of the reflective video’s students created during this class and the post-interview, shows that students articulate their reflection-in-action in a structured way with context-rich information. Students perceived that the videos are benefi
cial for retrieving and understanding the contextual reflection-in-action moments for reflection-on-action. Based on our findings, we propose design principles that can contribute to designing for reflection practices which can be enhanced by media-technology in real-world inquiry-based learning environments.
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