'Bridging' social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments

Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at leisure). In this design-based research project, a digital reflection tool was designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life, which can become ‘artefacts’ facilitating reflection with others. This paper reports on theoretical concepts that informed the design of the digital reflection tool.

[1]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[2]  A. Pickles,et al.  A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). , 2011, Journal of communication disorders.

[3]  David Kember,et al.  A four‐category scheme for coding and assessing the level of reflection in written work , 2008 .

[4]  G. V. Houwelingen,et al.  Reflectie en actie , 2015 .

[5]  I. M. Pablo,et al.  Reflections on Critical Incidents of EFL Teachers During Career Entry in Central Mexico , 2016 .

[6]  Daan Hermans,et al.  Executive functioning in preschoolers with specific language impairment , 2015, Front. Psychol..

[7]  Lung-Hsiang Wong,et al.  What seams do we remove in mobile-assisted seamless learning? A critical review of the literature , 2011, Comput. Educ..

[8]  A. Morin,et al.  Self-Awareness Part 1: Definition, Measures, Effects, Functions, and Antecedents , 2011 .

[9]  Ellen Rusman.  Ensuring learning continuity everywhere: Seamless learning in the Netherlands , 2019 .

[10]  L Atkinson,et al.  Fourteen-year follow-up of speech/language-impaired and control children: psychiatric outcome. , 2001, Journal of the American Academy of Child and Adolescent Psychiatry.

[11]  V. Shute.  Focus on Formative Feedback , 2007 .

[12]  L B Leonard,et al.  Speed of processing in children with specific language impairment. , 2001, Journal of speech, language, and hearing research : JSLHR.

[13]  Brigitte Vachon,et al.  Effectiveness of past and current critical incident analysis on reflective learning and practice change , 2011, Medical education.

[14]  D. Messer,et al.  Executive functioning in children with specific language impairment. , 2012, Journal of child psychology and psychiatry, and allied disciplines.

[15]  Mike Sharples,et al.  Seamless Learning Despite Context , 2015, Seamless Learning in the Age of Mobile Connectivity.

[16]  Lung-Hsiang Wong,et al.  A learner-centric view of mobile seamless learning , 2012, Br. J. Educ. Technol..

[17]  Keith C. Radley,et al.  Promoting Social Communication in a Child With Specific Language Impairment , 2016 .