(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

Autor/in	Smith, Shaunna
Titel	(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 10 (2016) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1541
Schlagwörter	Learning Experience; Video Technology; Reflection; Active Learning; Student Projects; Case Studies; Ethnography; After School Education; Grounded Theory; Self Expression; Alternative Assessment; Focus Groups; Elementary School Students; Middle School Students; High School Students; Empathy; Work Ethic; Creative Activities; Foreign Countries; Dominican Republic; Maryland; Tennessee; Texas + Suchen Sie Ihr Suchwort? Lernerfahrung; Aktives Lernen; Schulprojekt; Case study; Fallstudie; Case Study; Ethnografie; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Ausdruck; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Empathie; Arbeitsethos; Ausland; Dominikanische Republik
Abstract	This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the planned curricula, resulting in an exploration of the intersections of life lessons that include (a) "making learning more real," (b) being "on a mission to change the world," and (c) "you can't control anybody but yourself." Findings from the study indicate that student-created reflective videos can document meaningful learning that is capable of "counting" both as a creative form of self-expression and an alternative form of measuring the learning process throughout PjBL. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01