This article aims at contributing to the development of teaching methodologies which can foster transformative learning in higher education. It presents a workshop experience, embedded in an undergraduate course, whereby active and dialogic methodology was designed to support the students in maturing self-awareness about their epistemologies and perspectives. The workshop used video narrative as language that allows exploration of the students’ assumptions and the cross-media portfolio to support the learning process in its unfolding. In the first part of the article, we introduce the theoretical frame and contextual premises of the workshop and our different contributions to this study. Then we describe our methodology, through its multiple—visual, narrative, reflective, and reflexive—layers. Finally, we use dialogue to analyze a student’s cross-media portfolio, as an in-depth example of the methodology employed. Our analysis illustrates the complexity and learning potential of this experience of transformative learning practices beyond self-report.

中文翻译：

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多重愿景，多重声音

本文旨在促进教学方法的发展，以促进高等教育中的变革性学习。它提供了嵌入在本科课程中的研讨会体验，其中设计了积极和对话的方法来支持学生对他们的认识论和观点的自我意识成熟。研讨会使用视频叙事作为语言，允许探索学生的假设和跨媒体作品集，以支持学习过程的展开。在文章的第一部分，我们介绍了研讨会的理论框架和背景前提以及我们对本研究的不同贡献。然后，我们通过其多重——视觉、叙事、反思和反思——来描述我们的方法论。最后，我们使用对话来分析学生的跨媒体作品集，作为所采用方法的深入示例。我们的分析说明了这种超越自我报告的变革性学习实践经验的复杂性和学习潜力。