Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/525
Title: Making Learning Journeys Visible: Towards Supporting Collective Reflection on Graduate Attributes
Authors: Martinez-Maldonado, Roberto
Anderson, Theresa Dirndorfer
Feraud, Iván Silva
Buckingham-Shum, Simon
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Martinez-Maldonado, R., Anderson, T. D., Feraud, I. S., & Buckingham-Shum, S. (2018). Making Learning Journeys Visible: Towards Supporting Collective Reflection on Graduate Attributes . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Although some computer-based systems exist to facilitate the management of capstone projects, it is not really clear how learners can be supported to reflect on the connection between their (past and ongoing) learning experiences, and the graduate attributes (GAs) they are intended to develop. This paper proposes a technological infrastructure, and the epistemic and social scaffolding, for students to collectively reflect on how each of their learning products generated across different units of study contribute to the development of their GAs, in light of a final capstone project. We illustrate the feasibility of our approach through the authentic deployment of the toolset in an immersive environment for supporting teams of final year students to reflect on their GAs development.
URI: https://doi.dx.org/10.22318/cscl2018.941
https://repository.isls.org//handle/1/525
Appears in Collections:ICLS 2018

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