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Reflection in an Always-on Learning Environment: Has It Been Turned Off?
9/16/2005
In this model, e-portfolios support intentional learners who are able to adapt to new environments and situations, synthesize experiences from a variety of courses and environments, inside and outside the classroom, on campus and off campus, in face-to-face and virtual environments, and during and beyond their undergraduate years (see the Integrative Learning Project co-sponsored by the Association of American Colleges and Universities and the Carnegie Foundation for the Advancement of Teaching at http://www.carnegiefoundation.org/IntegrativeLearning/index.htm).Blogs and e-portfolios are two examples of the social software tools that might scaffold more reflection for our digital natives. We also can assign "shared-author essays" where two students write alternating paragraphs of an essay, in the process gaining access to self-reflection and a sense of audience, or how other's make meaning. The adaptation of these, and other emerging social software tools, has great promise for encouraging the development of intellectual coherence and integrative capacities in our future graduates. While these "always on" students are in our charge, it is our responsibility to help them make meaningful and lasting connections as they live their frenetic lifestyles.
--Helen L. Chen (hlchen at stanford.edu) is a research scientist at the Stanford Center for Innovations in Learning (scil.stanford.edu/) and co-facilitator of the Electronic Portfolios Community of Practice (EPAC).
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