ReflectionScope: Scaffold Students to Articulate Reflection during Design-based Learning Processes.

Supporting students to make their reflections visible and accessible during the inquiry-based process can enhance the learning outcomes and foster reflective thinking. This research examines how technology can play a role in scaffolding students to create contextualized reflection-in-action products which can contribute to reflection-on-action in design-based learning classroom. In this paper, we present the design of a multimedia tool called ReflectionScope, which offers contextualized scaffolding to prompt students to monitor their action and create reflective videos using the digital video-camera or visual “scope” attached. Twenty-one secondary school students (aged 13) used ReflectionScope in a two-weeks design-based learning class. An analysis of the reflective video’s students created during this class and the post-interview, shows that students articulate their reflection-in-action in a structured way with context-rich information. Students perceived that the videos are beneficial for retrieving and understanding the contextual reflection-in-action moments for reflection-on-action. Based on our findings, we propose design principles that can contribute to designing for reflection practices which can be enhanced by media-technology in real-world inquiry-based learning environments.