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e-Portfolios for Reflection on Making Practices and STEM Literacies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	e-Portfolios for Reflection on Making Practices and STEM Literacies./
作者:	Shrestha, Dipeshwor Man.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	125 p.
附註:	Source: Masters Abstracts International, Volume: 81-12.
Contained By:	Masters Abstracts International81-12.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27835489
ISBN:	9798645493899

e-Portfolios for Reflection on Making Practices and STEM Literacies.
Shrestha, Dipeshwor Man.

e-Portfolios for Reflection on Making Practices and STEM Literacies. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 125 p.

Source: Masters Abstracts International, Volume: 81-12.

Thesis (M.S.)--Tufts University, 2020.

This item must not be sold to any third party vendors.

Making supports learners' engagements with ideas about science, engineering, coding, and design. Making that learning explicit for the learner, facilitators, families, and other stakeholders remains a challenge. Maker education needs better ways of expressing and communicating the value of integrating making into existing learning environments. e-Portfolios offer a potential means of eliciting visible evidence of students' learning and thinking processes. However, as educators implement e-portfolios in making contexts, there are few guidelines to steer their efforts. In this thesis, I explore the role of e-portfolios in documenting, eliciting reflection, and sharing work with others. I build from a STEM Literacies framework to investigate learners' practices of ways of using representations in a project based making course. In this design-based research study, I present 2 phases of research cycles: (1) a baseline exploratory phase with 26 college students in a robotics course, and (2) a first-iteration design phase with 6 first-year college students in a course on making and learning. Phase 1 was intended to see what students included in their portfolios, and the findings suggest that students (1) emphasize the final product, (2) focus on stories of success, and (3) rarely highlight reflection. Phase 2 was built from these findings which informed the design of specific sharing prompts, reflection structures, feedback protocols, and an automated documentation setup. Phase 2 findings suggest that (1) students initially perceived portfolios as a requirement, (2) documentation is a learned practice and there are things the learning environment can contribute to shifting students' perceptions of documentation, and (3) e-portfolios coupled with prompts, guidelines, and structures can support "thick authenticity" in learning. I conclude the thesis by sharing implications for the next iteration of design and suggesting possibilities for future research.

ISBN: 9798645493899Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Documentation

e-Portfolios for Reflection on Making Practices and STEM Literacies.
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