reflection tools for learning - itk 2012 / poster
DESCRIPTION
Reflection is an essential concept in cultural-historical psy- chology, developed by Lev Vygotsky and his colleagues in the 1920s and 1930s. For Vygotsky individual development hap- pens in interaction with others, and conscious reflection on that interaction. (Vygotsky 1978) Social-constructivist learn- ing theories emphasize the significance of discourse and knowledge building in the light of activities such as returning to and reflecting on (e.g., Paavola et al., 2004; Senge, 2006). Schön (1983) discusses the ability of experts to reflect on their activity in and on action. Carefully designed new media tools may support reflection, as they can be used to record dialogue, to step back, evaluate and compare it. This poster presents three new media reflection tool prototypes for learning, and illustrates one of them below. People involved: Anna Keune, Teemu Leinonen, Jukka Purma, Tarmo Toikkanen Learning Environments Research Group (LeGroup) Aalto University School of Arts, Design and Architecture This project was part of the Innovative Technologies for an Engaging Classroom (iTEC) project. More information: TeamUp tool: http://reflex.aalto.fi/ ReFlex tool: http://teamup.aalto.fi/ Official iTEC site: http://itec.eun.org LeGroup iTEC site: http://itec.aalto.fi/TRANSCRIPT
TeamUpForm skill and interest driven teams. Record team progress.
FI
1: Add mental notes
1. Hamsters Learn
2. Animal Vision
3. Dragonfly Larva
2: Enter topics and vote
4: Record updates
Franka
Franka Daniel
Nic
Maria
Heikki
Sina
LenaSofia
3
60
What we did. What we will do. Any problems?
FI
3: Bring together and TeamUP
TeamUP
Reflection Tools for Learning
TeamUp http://teamup.aalto.fi/
Reflection is an essential concept in cultural-historical psy-chology, developed by Lev Vygotsky and his colleagues in the 1920s and 1930s. For Vygotsky individual development hap-pens in interaction with others, and conscious reflection on that interaction. (Vygotsky 1978) Social-constructivist learn-ing theories emphasize the significance of discourse and knowledge building in the light of activities such as returning to and reflecting on (e.g., Paavola et al., 2004; Senge, 2006). Schön (1983) discusses the ability of experts to reflect on their activity in and on action. Carefully designed new media tools may support reflection, as they can be used to record dialogue, to step back, evaluate and compare it. This poster presents three new media reflection tool prototypes for learning, and illustrates one of them below.
Video https://vimeo.com/35777113 http://itec.aalto.fi/
Paavola, S., Lipponen, L., & Hakkarainen, K., 2004. Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557.Schön, D., 1983. The reflective practitioner, how professionals think in action. New York: Basic Books.Senge, P. M., 2006. The Fifth Discipline: The Art & Practice of The Learning Organization (1st ed.). Broadway Business.Vygotsky, L. S., 1978. Mind in Society: Development of Higher Psychological Processes (14th ed.). Harvard University Press.