| New media environments can make visible the intermediate thinking processes intrinsic to the development of expert-like abilities and dispositions in novice learners, and nurture abilities associated with adaptive expertise that allow practitioners (and learners) to make flexible use of knowledge in self-regulated ways. |
| Extended projects in digital environments–such as digital storytelling, documentary video production, multimedia authoring–often left faculty with the paradox that the richest evidence of student learning cannot be found in the final summative product (e.g. the five-minute multimedia narrative itself). Where is the learning in a process-driven authoring activity? |
| In many ways it is spread across a series of actions taken along the way and left on the cutting room floor, in the hundred decisions a student makes to include or exclude materials or effects, in all those reflective judgments made in the process of construction and (in some cases) the give and take of collaborative production. For many VKP faculty, this required rethinking “final projects” as compilations of a final assignment along with traces of the process, most commonly a reflection or series of reflections. Read more at www.academiccommons.org |
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