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Conference proceeding
Facilitating and tracing identity change in augmented virtual learning environments
Proceedings of Society for Information Technology & Teacher Education International Conference, pp.2062-2069
2019
Abstract
This paper introduces Projective Reflection (PR) as one way of conceptualizing learning as a process of identity exploration and gaining the knowledge and skills to reconstruct oneself through a theory called Projective Reflection (Foster, 2014). The paper describes the application of Projective Reflection in an ongoing NSF-CAREER study that informed the design and implementation of Philadelphia Land Science, an augmented virtual learning experience (AVLE) used to facilitate high school students’ exploration of role identities as urban planners and environmental scientists. A concurrent mixed method design was used to assess and visualize identity change in participants as tracing change in their knowledge, interest and valuing, self-organization and self-control, and self-perception and self-definition. Results indicated a significant change in interest and valuing levels and intertwined changes across all constructs of PR. Implications for tracing identity change are discussed.
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Details
- Title
- Facilitating and tracing identity change in augmented virtual learning environments
- Creators
- Hamideh Talafian - Drexel UniversityAmanda Barany - Drexel UniversityMark E Petrovich - Drexel UniversityAroutis Foster - Drexel University
- Publication Details
- Proceedings of Society for Information Technology & Teacher Education International Conference, pp.2062-2069
- Conference
- 30th International Conference for the Society for Information Technology and Teacher Education (SITE), 30th (Las Vegas, Nevada, United States, 18 Mar 2019)
- Series
- Research Highlights in Technology and Teacher Education
- Publisher
- Society for Information Technology & Teacher EducationSP - 2062EP - 2069AB - This paper introduces Projective Reflection (PR) as one way of conceptualizing learning as a process of identity exploration and gaining the knowledge and skills to reconstruct oneself through a theory called Projective Reflection (Foster, 2014). The paper describes the application of Projective Reflection in an ongoing NSF-CAREER study that informed the design and implementation of Philadelphia Land Science, an augmented virtual learning experience (AVLE) used to facilitate high school students’ exploration of role identities as urban planners and environmental scientists. A concurrent mixed method design was used to assess and visualize identity change in participants as tracing change in their knowledge, interest and valuing, self-organization and self-control, and self-perception and self-definition. Results indicated a significant change in interest and valuing levels and intertwined changes across all constructs of PR. Implications for tracing identity change are discussed.L2 - https://www.learntechlib.org/primary/p/207931/
- Number of pages
- 8
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- School of Education; Cinema and Television; Antoinette Westphal College of Media Arts and Design
- Identifiers
- 9781939797377; 991021984952904721