Exploring modalities of reflection using social online portfolios for maker-oriented project-based learning

Abstract

This short paper presents an ongoing research project that examines how elementary school-aged students in a maker-oriented, project-based learning environment document their work using a social, mobile online portfolio tool. For this research study, we are interested in how students choose to use certain features of the online portfolio tool to present, explain and reflect on their work. We are also interested in finding out how students present their reflections to do with learning concepts or about their personal emotions in their posts in the portfolio tool. Preliminary results from this qualitative study have demonstrated that students primarily use either video/audio recording or text-based captions or labels to describe and explain their work, and the older elementary school students are more likely to spontaneously reflect on conceptual understanding or emotional feelings related to their projects.