Juliana Chau

Digital video for fostering self‐reflection in an ePortfolio environment

The ability to self‐reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer‐mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self‐reflection. While there are reports pointing to the salutary effects of digital video on learners’ reflective ability, a systematic inquiry into how digital video can be utilized to promote self‐reflection in an ePortfolio context remains under‐reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of self‐reflection and the nature of peer feedback? Results from this small‐scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers.

An Approach to Identify Levels of Reflection Using Latent Semantic Analysis

This paper reports and discusses on the initial stage of developing an educational tool to support Chinese undergraduate students in reflecting on their English language (L2) learning experience. By using a classification framework called A-S-E-R and Latent Semantic Analysis, we developed a digital tool to automatically classify reflective L2 learning skills into different elements and hierarchical levels. This paper begins by presenting the background and objectives of the study, followed by the details of method and results. Preliminary findings show that the tool performed satisfactorily on our testing data and the computer-generated reflection ratings were comparable to human ratings.