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Making learning journeys visible: Towards supporting collective reflection on graduate attributes

Abstract:

Although some computer-based systems exist to facilitate the management of capstone projects, it is not really clear how learners can be supported to reflect on the connection between their (past and ongoing) learning experiences, and the graduate attributes (GAs) they are intended to develop. This paper proposes a technological infrastructure, and the epistemic and social scaffolding, for students to collectively reflect on how each of their learning products generated across different units of study contribute to the development of their GAs, in light of a final capstone project. We illustrate the feasibility of our approach through the authentic deployment of the toolset in an immersive environment for supporting teams of final year students to reflect on their GAs development.