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Hardbattle, Dafna and Fisher, Ken (2011) Developing a Generic Design Pattern for a Learning Object to Support Student Reflection. Investigations in university teaching and learning, 7. pp. 148-153. ISSN 1740-5106
This paper reports on findings of a funded project to discover and implement a generic pattern for learning objects to support reflective writing. This research is built on a recent project (Hardbattle, Fisher, & Chalk, 2010), which investigated the relationship between reflective writing skills and programming skills and aimed to encourage deep learning and to support and improve reflective report writing in first-year computing students. The reflective practice learning object (RPLO), which was developed via that earlier project based on a constructivist perspective, has attracted positive responses from academics and developers. It worked successfully towards improving students’ engagement and skills in both programming and reflective writing. However, it was not easily adaptable for reuse as it was written in Flash and in a specific context. In order to expand the interactive learning experience to benefit students on other courses, the aim of this subsequent project has been to investigate a generic pattern for reflective practice learning objects. It is expected that the new template will allow lecturers easily to re-purpose and create reflective practice learning objects to suit different topics or subject areas.
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