Design-Based Research Iterations of a Virtual Learning Environment for Identity Exploration

Abstract

This paper reports the iterative design-based research and implementation of Virtual Ci1ty Planning, a course that leveraged a virtual learning environment (VLE) and supportive classroom curricula to encourage students’ exploration of environmental science and urban planning identities. Iterative course design and assessment was informed by Projective Reflection - a theoretical and methodological framework that conceptualizes learning as a role-specific process of identity exploration over time. This work describes the cyclical process of contextual analysis, design and implementation, and efficacy evaluation across three sessions of Virtual City Planning, which were implemented in a science museum with 57 high school students. The design case demonstrates how each session was modified to adapt to contextual needs and encourage deeper and more integrated processes of identity exploration as defined by Projective Reflection. The work concludes with lessons learned for future research on identity exploration in VLEs.