EDU 6215 Post #1: Mobil apps for reflection in learning: a design research.
Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile apps for reflection in learning: A design research in K-12 education. British Journal Of Educational Technology, 47(1), 184-202.
This article reflects on the study of two mobile tools focused on reflection in the education setting. There are a few key notes made in the beginning of the article that supports the structure. 1. That reflection is key through out a collaborative and project- based learning and that mobile apps can be designed to elevate new interests in learning. 2. These specifically designed apps have the possibility to reach a higher level of reflection and learning. 3. The function of the two apps ( ReFlex and TeamUP) are based on qualitative research used with teachers and students.
The app ReFlex, is for individual reflection while TeamUp is used for group reflections. Based on the intended goal determines the tool used. The first thing that was focused on was the idea of reflection and how it can differ between various cultural-historical approaches. It is defined as "being engaged in serious thinking and consideration about their own and social circles' activities with an intention to change their behavior." p.186 The concern is, that the way reflection has been implemented in the classroom hasn't been used in such a way to make a purposeful change or progress in the student but rather it has been used as a tool for understanding the information.
The research was based on a variety of design activities and implemented and researched for a span of 19 months. The first phase was the design development of the programs and the second was also using teach input on the reflection process in and outside the classroom. The prototypes were created and implemented in 1,324 classrooms though out Europe. With the 2 apps mention above ReFlex was the most popular among the students. In a group setting the students can reflect on their learning experience and relationship with learning and school. With most recording apps students were still comprehensive to record themselves. On the other hand teachers reported that team work and collaboration increase in their daily classroom conversation after using these tools. In conclusion the audio/video documentation of conversation with reflection has more impact than simply recording it in a journal. They have discovered that peer to peer interaction is key to learning and true reflection and these apps facilitated that.
This article reflects on the study of two mobile tools focused on reflection in the education setting. There are a few key notes made in the beginning of the article that supports the structure. 1. That reflection is key through out a collaborative and project- based learning and that mobile apps can be designed to elevate new interests in learning. 2. These specifically designed apps have the possibility to reach a higher level of reflection and learning. 3. The function of the two apps ( ReFlex and TeamUP) are based on qualitative research used with teachers and students.
The app ReFlex, is for individual reflection while TeamUp is used for group reflections. Based on the intended goal determines the tool used. The first thing that was focused on was the idea of reflection and how it can differ between various cultural-historical approaches. It is defined as "being engaged in serious thinking and consideration about their own and social circles' activities with an intention to change their behavior." p.186 The concern is, that the way reflection has been implemented in the classroom hasn't been used in such a way to make a purposeful change or progress in the student but rather it has been used as a tool for understanding the information.
The research was based on a variety of design activities and implemented and researched for a span of 19 months. The first phase was the design development of the programs and the second was also using teach input on the reflection process in and outside the classroom. The prototypes were created and implemented in 1,324 classrooms though out Europe. With the 2 apps mention above ReFlex was the most popular among the students. In a group setting the students can reflect on their learning experience and relationship with learning and school. With most recording apps students were still comprehensive to record themselves. On the other hand teachers reported that team work and collaboration increase in their daily classroom conversation after using these tools. In conclusion the audio/video documentation of conversation with reflection has more impact than simply recording it in a journal. They have discovered that peer to peer interaction is key to learning and true reflection and these apps facilitated that.
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