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Facilitating and Tracing Identity Change in Augmented Virtual Learning Environments
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, , , , , Drexel University School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper introduces Projective Reflection (PR) as one way of conceptualizing learning as a process of identity exploration and gaining the knowledge and skills to reconstruct oneself through a theory called Projective Reflection (Foster, 2014). The paper describes the application of Projective Reflection in an ongoing NSF-CAREER study that informed the design and implementation of Philadelphia Land Science, an augmented virtual learning experience (AVLE) used to facilitate high school students’ exploration of role identities as urban planners and environmental scientists. A concurrent mixed method design was used to assess and visualize identity change in participants as tracing change in their knowledge, interest and valuing, self-organization and self-control, and self-perception and self-definition. Results indicated a significant change in interest and valuing levels and intertwined changes across all constructs of PR. Implications for tracing identity change are discussed.

Citation

Talafian, H., Barany, A., Petrovich Jr., M., Shah, M. & Foster, A. (2019). Facilitating and Tracing Identity Change in Augmented Virtual Learning Environments. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2062-2069). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 28, 2020 from .