NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1076894
Record Type: Journal
Publication Date: 2016-Apr
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1541-5015
(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences
Smith, Shaunna
Interdisciplinary Journal of Problem-based Learning, v10 n1 Apr 2016
This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the planned curricula, resulting in an exploration of the intersections of life lessons that include (a) "making learning more real," (b) being "on a mission to change the world," and (c) "you can't control anybody but yourself." Findings from the study indicate that student-created reflective videos can document meaningful learning that is capable of "counting" both as a creative form of self-expression and an alternative form of measuring the learning process throughout PjBL.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Dominican Republic; Maryland; Tennessee; Texas
Grant or Contract Numbers: N/A