Making learning journeys visible: Towards supporting collective reflection on graduate attributes

Martinez-Maldonado, R; Anderson, TD; Silva Feraud, I; Buckingham Shum, S

Making learning journeys visible: Towards supporting collective reflection on graduate attributes

Martinez-Maldonado, R

Anderson, TD Silva Feraud, I Buckingham Shum, S

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Publication Type:: Conference Proceeding
Citation:: Proceedings of International Conference of the Learning Sciences, ICLS, 2018, 2 (2018-June), pp. 941 - 944
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Martinez-Maldonado, R https://orcid.org/0000-0002-8375-1816	en_US
dc.contributor.author	Anderson, TD	en_US
dc.contributor.author	Silva Feraud, I	en_US
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Proceedings of International Conference of the Learning Sciences, ICLS, 2018, 2 (2018-June), pp. 941 - 944	en_US
dc.identifier.issn	1814-9316	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133615
dc.description.abstract	© ISLS. 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.	en_US
dc.relation.ispartof	Proceedings of International Conference of the Learning Sciences, ICLS	en_US
dc.title	Making learning journeys visible: Towards supporting collective reflection on graduate attributes	en_US
dc.type	Conference Proceeding
utslib.citation.volume	2018-June	en_US
utslib.citation.volume	2	en_US
utslib.for	0806 Information Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney/Strength - CPCE - Centre for Creative Practices and the Cultural Economy
utslib.copyright.status	open_access
pubs.issue	2018-June	en_US
pubs.publication-status	Published	en_US
pubs.volume	2	en_US

Abstract:

© ISLS. 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.

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http://hdl.handle.net/10453/133615