Reflection is commonly used in the classroom to encourage students to think about and articulate what they have learned. However, when students produce reflections they typically create a written text for the instructor, outside of the classroom and as a summative retrospective account of learning. In the publication, details of how we implemented Ecological Momentary Reflection (EMR), a video enabled reflection within the classroom environment to help students assess their perceptions of self and learning across time. EMR has been implemented in an informal learning environments (with teens) and informal learning environments (with graduate and undergraduate students). The findings show that using easy, momentary video makes the reflection experience more authentic and meaningful for both students and teachers.
Target Participants
Any users in an educational setting.
Research Questions
- How do we capture learning as it happens?
- How can we capture meaningful reflections with reduced burden compared to written reflection.
Investigators
Elin Björling – Human-Centered Design and Engineering (HCDE)
Emma Rose – School of Interdisciplinary Arts and Sciences (SIAS – UWT)
Students Researchers
Space available! Is it you??
Publications
Reflecting on Reflections: Using Video in Learning Reflection to Enhance Authenticity.