Drawingvoice 2.0: Classroom Joint Designing and Facebook Interactions to Develop Reflexivity and Awareness

Autor/inn/en	Carnevale, Stefania; Di Napoli, Immacolata; Esposito, Francesca; Arcidiacono, Caterina
Titel	Drawingvoice 2.0: Classroom Joint Designing and Facebook Interactions to Develop Reflexivity and Awareness
Quelle	In: Educational Technology Research and Development, 69 (2021) 6, S.2939-2962 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10042-3
Schlagwörter	Educational Technology; Design; Social Media; Web 2.0 Technologies; Group Discussion; Cooperative Learning; Teaching Methods; Paper (Material); Interaction; Reflection; Metacognition; Emotional Experience; Graduate Students; Career Choice; Psychology; Foreign Countries; Transformative Learning; Italy + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Soziale Medien; Gruppendiskussion; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Papier; Interaktion; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; Ausland; Pädagogische Transformation; Italien
Abstract	Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student's emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates' discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01