Demonstrating learning graphically: Using student-generated diagrams to reflect on starting, ending, and future points

Reflection is a critical part of the learning process, included in various learning theories and models (e.g., cognitive apprenticeship). A common approach to class-based reflection is to ask students to write a brief reflection paper at the end of the term. In this presentation, we share a different approach: student-generated diagrams. In a course for pre-service teachers, we asked students to depict their personal learning networks (PLNs) at the start of the course, the end of the course, and to project them out into the future as well. The directions were general, and although a conceptual framework was provided (Krutka, Carpenter & Trust’s 2017 PLN Framework), students were free to use a tool and visual approach of their own choosing. Most students reported on an end-of-term survey that the act of creating their first diagram helped them reflect on what they already knew, whereas their post-course and future diagram creation processes alternated between active reflection while creating and depicting knowledge they had already reflected on. The diagrams generated richer reflection than similar written reflections in prior terms. We will share the assignment, examples of student diagram progressions, survey findings, and our own reflections on the usefulness of graphics within the reflection process.

Vanessa Dennen
Florida State University

Vanessa Dennen is a Professor of Instructional Systems & Learning Technologies at Florida State University. Her research is situated in both formal and informal learning environments and focuses on identity development, knowledge management, and knowledge brokering within online networks and communities of practice. Vanessa currently serves as Editor in Chief of The Internet and Higher Education. More information can be found at http://vanessadennen.com

Lauren Bagdy
Florida State University

Lauren Bagdy is a doctoral candidate in the Instructional Systems and Learning Technologies program at Florida State University. Her research focuses on informal and networked learning, specifically the affordances of social media platforms as learning and community spaces. Her dissertation research is exploring how teenagers use social media platforms for informal learning purposes.

Yujin Park
Florida State University

Yujin Park is a doctoral candidate in the Instructional Systems and Learning Technologies program at Florida State University. Yujin received an M.A. in Educational Technology from Seoul National University. Her research interest includes teacher professional development in an online environment and technology integration in educational practice. During her Masters, she developed and managed online teacher training programs for public school teachers in South Korea. Currently, she is studying teachers' behaviors and perceptions in personal learning networks.

Demonstrating learning graphically: Using student-generated diagrams to reflect on starting, ending, and future points

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