Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/1060
Title: Becoming Reflective: Designing for Reflection on Physical Performances
Authors: Moher, Tom
Ching, Cynthia Carter
Schaefer, Sara
Lee, Victor R.
Enyedy, Noel
Danish, Joshua A.
Guerra, Paulo
Gnoli, Alessandro
Pazmino, Priscilla Jimenez
Silva, Brenda A. López
Lyons, Leilah
Perritano, Anthony
Slattery, Brian
Tissenbaum, Mike
Slotta, James D.
Cober, Rebecca
Fong, Cresencia
Rubin, Andee
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Moher, T., Ching, C. C., Schaefer, S., Lee, V. R., Enyedy, N., Danish, J. A., Guerra, P., Gnoli, A., Pazmino, P. J., Silva, B. A., Lyons, L., Perritano, A., Slattery, B., Tissenbaum, M., Slotta, J. D., Cober, R., Fong, C., & Rubin, A. (2014). Becoming Reflective: Designing for Reflection on Physical Performances. 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. 1273-1282.
Abstract: Learners' physical performances can serve as focal objects for reflection and insight across a variety of contexts and content areas. This session brings together a set of projects that leverage the physical performances of learners, construct concrete and abstract representations of those performances, and investigate how learners reflect on and understand the relationships between their performances and target content--physics, health and fitness, data literacy and navigation, animal foraging, and climate change. The session will share findings and design principles from each of the studies around constructing technological scaffolds for physical performance reflections. The symposium highlights the various ways performance can be used to engage learners, and how different settings and learning goals affect the designs of performance representations.
URI: https://doi.dx.org/10.22318/icls2014.1273
https://repository.isls.org/handle/1/1060
Appears in Collections:ICLS 2014

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