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.
|Title of host publication||Rethinking Learning in the Digital Age: Making the Learning Sciences Count 13th International Conference of the Learning Sciences (ICLS) 2018|
|Editors||Judy Kay, Rosemary Luckin|
|Place of Publication||London UK|
|Publisher||International Society of the Learning Sciences|
|Number of pages||4|
|Publication status||Published - 2018|
|Event||International Conference of the Learning Sciences 2018 - London, United Kingdom|
Duration: 23 Jun 2018 → 27 Jun 2018
Conference number: ICLS 2018
https://drive.google.com/drive/folders/1wTHiZuSn8Wn84Q1WpAL-ihQ6SvaDWP17 (Proceedings - copies of all volumes)
|Conference||International Conference of the Learning Sciences 2018|
|Period||23/06/18 → 27/06/18|
|Other||ICLS is a major international event, organized biennially by ISLS, which gathers people involved in all aspects of the field of the learning sciences, including empirical, conceptual, theoretical, design-based, practitioner and policy perspectives. The conference theme for ICLS 2018 is “Rethinking learning in the digital age: making the Learning Sciences count,”. Now more than ever, the learning sciences have a key role to play in unpacking the complexity of the teaching and learning process. AI and Automation in the workplace, including within education, will alter what we need to learn and how we need to teach it. Therefore, as scientists and educators we need to explore learning in real-world settings in an interdisciplinary manner in order to understand how learning may be facilitated both with and without technology. In addition, there is now an additional imperative to guide the commercial development of Educational Technologies to ensure that they are pedagogically sound.|
The Learning Sciences are replete with foundational theory and methods that can inform learning both with and without technology, as well as a significant bank of empirical educational evidence that is essential to the effective development of technologies and their uses to support learning. However, with these fast technological developments there is also a growing need for the learning sciences, which can contribute to societies’ understanding of the needs of the real-world, and the challenges and concerns of educators in different educational and cultural contexts. The Learning Sciences are uniquely placed to offer guidance that recognizes and addresses the long-term ambitions for better education as well as the ‘bottom-line’ considerations faced by the practitioners and learners at the front-line.
We encourage papers that build on interdisciplinary research, as well as papers that help to set the programmatic agenda for the future of learning sciences research. In particular, for 2018 we are also looking for papers that illustrate how the learning sciences can impact upon the work of the two co-located conferences: AIED and Learning@Scale, and upon the development of commercial educational technology.