Document Type
Article
Journal/Book Title/Conference
ICLS 2014 Proceedings
Publication Date
2014
First Page
1273
Last Page
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.
Recommended Citation
Moher, Tom; Ching, Cynthia Carter; Schaefer, Sara; Lee, Victor R.; Enyedy, Noel; Danish, Joshua; Guerra, Paulo; Gnoli, Alessandro; Jimenez, Priscilla; Lopez-Silva, Brenda; Lyons, Leilah; Perritano, Anthony; Slattery, Brian; Tissenbaum, Mike; Slotta, James; Cober, Rebecca; and Fong, Cresencia, "Becoming Reflective: Designing for Reflection on Physical Performances" (2014). Instructional Technology and Learning Sciences Faculty Publications. Paper 490.
https://digitalcommons.usu.edu/itls_facpub/490
Included in
Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, Library and Information Science Commons
