As outlined in the Vision and Change report (AAAS 2011), the dynamic and interdisciplinary STEM environment of the twenty-first century requires that scientists not only understand core disciplinary concepts but also use critical thinking, communication, reflection, and reasoning skills to translate those concepts to real-life solutions.
In general, these technologies facilitated communication, reflection, quick and timely access to information, self-assessment and comparison to others.
Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence.
It is argued that the process of weak signals and wild cards can serve as a communication and reflection exercise for an organisation like a water utility.
Recognizing that adequately addressing many ethical issues may require the inclusion of perspectives from a variety of disciplines makes apparent the need for effective communication and reflection across disciplines, not simply within them.
More theoretically speaking, exploring weak signals and wild cards can serve as a communication and reflection practice in which new information is processed, thereby producing and decreasing entropy in the social system.
The moment was, in many ways, a beautifully American piece of communication, a reflection of hope, especially since it took place in the context of history.
For technology-mediated teaching to be effective, it must facilitate communication and reflection in teaching and learning practices that are interactive, flexible and collaborative [ 8].
Clinical education that uses blended learning for communication and reflection may provide flexibility to address clinical placement logistics and may enhance student learning.
