Designing technology to support reflection

Lin, Xiaodong; Hmelo, Cindy E.; Kinzer, Charles K.; Secules, Teresa

doi:10.1007/bf02299633

Cited by 229 publications

(183 citation statements)

References 37 publications

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“…This activity is particularly important when dealing with information--intensive intellectual tasks, which require powerful scaffolding of thinking and reflection (Lin et al 1999). By annotating texts, analysts record their reflections and therefore can use them to further reflect on their own thinking and understanding.…”

Section: Enabling Reflective Social Discourse Through Annotationmentioning

confidence: 99%

Contested Collective Intelligence: Rationale, Technologies, and a Human-Machine Annotation Study

Liddo

Sándor

Shum

2011

Comput Supported Coop Work

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Abstract. We propose the concept of Contested Collective Intelligence (CCI) as a distinctive subset of the broader Collective Intelligence design space. CCI is relevant to the many organizational contexts in which it is important to work with contested knowledge, for instance, due to different intellectual traditions, competing organizational objectives, information overload or ambiguous environmental signals. The CCI challenge is to design sociotechnical infrastructures to augment such organizational capability. Since documents are often the starting points for contested discourse, and discourse markers provide a powerful cue to the presence of claims, contrasting ideas and argumentation, discourse and rhetoric provide an annotation focus in our approach to CCI. Research in sensemaking, computer--supported discourse and rhetorical text analysis motivate a conceptual framework for the combined human and machine annotation of texts with this specific focus. This conception is explored through two tools: a social--semantic web application for human annotation and knowledge mapping (Cohere), plus the discourse analysis component in a textual analysis software tool (Xerox Incremental Parser: XIP). As a step towards an integrated platform, we report a case study in which a document corpus underwent independent human and machine analysis, providing quantitative and qualitative insight into their respective contributions. A promising finding is that significant contributions were signalled by authors via explicit rhetorical moves, which both human analysts and XIP could readily identify. Since working with contested knowledge is at the heart of CCI, the evidence that automatic detection of contrasting ideas in texts is possible through rhetorical discourse analysis is progress towards the effective use of automatic discourse analysis in the CCI framework. Contested Collective Intelligence 2

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Section: Enabling Reflective Social Discourse Through Annotationmentioning

confidence: 99%

Contested Collective Intelligence: Rationale, Technologies, and a Human-Machine Annotation Study

Liddo

Sándor

Shum

2011

Comput Supported Coop Work

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“…Reflective prompt, also called as metacognitive prompt, is one of the reflective activities by which individuals plan their own learning. It supports learning by activating, monitoring and evaluating their processes (Lin & Lehman, 1999;Lin, Hmelo, Kinzer & Secules, 1999;Lin, 2001, Ge & Land, 2003. This research aims to give theoretical background about reflection, reflective thinking, reflection models, reflection activities, and especially reflective prompts and related concepts.…”

Section: Discussionmentioning

confidence: 99%

“…Örneğin Corliss (2005) problem temelli öğrenme ortamlarına entegre edilecek yansıtıcı soruların, öğrencilerin kendi öğrenme durumları ve anlamalarının yanı sıra problem çözme sürecindeki adımları yansıtmalarında da onları cesaretlendirebileceğini düşünmektedir. Ayrıca yansıtıcı sorular öğrencilerin kendilerini anlatmasına (Chi, Lewis, Peimann ve Glaser, 1989), kendilerini sorgulamasına (King, 1991), düşüncelerini ayrıntılandırmasına ve sonuç çıkarmasına yardımcı olmakta (Lin, Hmelo, Kinzer ve Secules, 1999) ve yansıtma ve eleştirel düşünmeyi kolaylaştırmaktadır (Lee & Ertmer, 2006). Literatürde, sorgulayıcı öğrenme ortamlarında öğrencilerin çalışmalarını değerlendirmede kılavuzluk yapacak şekilde tasarlanan yansıtıcı soruların etkisini inceleyen çalışmalar da bulunmaktadır (White & Frederiksen, 1998Davis, 2003).…”

Section: Yansıtıcı Sorularunclassified

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Atasoy

Yalın

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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ÖzGünümüz iş dünyası sürekli öğrenen ve bilgisini güncel tutan bireylere ihtiyaç duymaktadır. Eğitim kurumlarında sunulan alana özgü bilgi ve beceriler iş dünyasının bu beklentisini karşılayamamaktadır. Eğitim paydaşları bu problemin çözümü olarak öğrenmeyi öğrenen bireylerin yetiştirilmesinin gerekliliğini vurgulamaktadır. Nasıl öğreneceğini bilen, öğrenmesinin sorumluluğunu ve kontrolünü ele alan bireylerin yetiştirilmesi için öğrenenlere bazı becerilerin kazandırılması gerekmektedir. Yansıtma bu önemli becerilerden biri olarak kabul görmektedir. Yansıtıcı sorular ise yansıtma becerilerinin kazandırılması için kullanılan tekniklerden biridir. Bu araştırma yansıtma, yansıtıcı düşünme, yansıtıcı sorular ve ilişkili kavramlara ilişkin kuramsal bilgileri açıklamakta ve yansıtmanın öğrenme ortamlarına katkılarına dikkat çekmeye çalışmaktadır. Bunların yanı sıra çalışmada, yansıtma etkinliklerinin ve yansıtıcı soruların yüz yüze ve e-öğrenme ortamlarında kullanımına ilişkin pratik bilgiler ve öneriler de sunulmaktadır.Anahtar Kelimeler: yansıtma; yansıtıcı düşünme; yansıtıcı sorular; biliş üstü; e-öğrenme * Makale birinci yazarın doktora tezinden üretilmiştir. REFLECTION AND REFLECTIVE PROMPTS FROM SOCRATIC DIALOGUE TO TODAY AbstractToday's business world requires employees to possess up-to-date knowledge and to be open new information about their professions. Some educational institutes cannot meet these requirements, because they just provide their learners with domain specific knowledge. Some educators have pointed out that to cope with this problem they need to train people who are aware of learning to learn. These learners have to gain some general learning skills like how to learn or take control of their learning, besides domain specific knowledge. Reflection is seen as one of the most powerful activities which contain these kind of skills. Reflective prompt is an important technique of reflection. This research aims to give theoretical background about reflection, reflective thinking, reflective prompt and related concepts. In addition to descriptive knowledge, the research also intends to present practical use of reflective prompt in face to face and e-learning environments.

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“…Self-reflection as a learning strategy involves purposeful self-monitoring of one's own learning goals, plans, process, experience and outcomes, as well as understanding and making judgments regarding one's own learning performance related to problem solving, deepened understanding, or acquiring new perspectives (Atkins & Murphy, 1993;Boud, Keogh, & Walker, 1985;Davis, 2003;Dewey, 1933;Lin, Hmelo, Kinzer, & Secules, 1999;Mezirow, 1990;Moon, 1999;Schön, 1983;Piaget, 2001;Zimmerman, 2000).…”

Section: Self-reflection Related Concepts and Academic Performancementioning

confidence: 99%

Self-Reflection and Math Performance in an Online Learning Environment

Choi

Walters

Hoge

2017

OLJ

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According to recent reports, K-12 full-time virtual school students have shown lower performance in math than their counterparts in brick-and-mortar schools. However, research is lacking in what kind of programmatic interventions virtual schools might be particularly well-suited to provide to improve math performance. Engaging students in self-reflection is a potentially promising pedagogical approach for supporting math learning. Nonetheless, it is unclear how models for math learning in brick and mortar classrooms translate in an online learning environment. The purpose of this study was to (a) analyze assessment data from virtual schools to explore the association between self-reflection and math performance, (b) compare the patterns found in student self-reflection across elementary, middle, and high school levels, and (c) examine whether providing opportunities for self-reflection had positive impact on math performance in an online learning environment.In this study, the self-reflection assessments were developed and administered multiple times within several math courses during the 2014-15 school year. These assessments included 4-7 questions that asked students to reflect on their understanding of the knowledge and skills they learned in the preceding lessons and units. Using these assessments, multiple constructs and indicators were measured, which included confidence about the topic knowledge/understanding, general feelings towards math, accuracy of self-judgment against actual test performance, and frequency of self-reflection. Through a series of three retrospective studies, data were collected from full-time virtual school students who took three math courses (one elementary, one middle, and one high school math course) in eight virtual schools in the United States during the 2013-14 and 2014-15 school years. The results showed that (a) participation in self-reflection varied by grade, unit test performance level, and course/topic difficulty; (b) more frequent participation in self-reflection and higher self-confidence level were associated with higher final course performance; and (c) self-reflection, as was implemented here, showed limited impact for more difficult topics, higher grade courses, and higher performing students. Implications for future research are provided.

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Designing technology to support reflection

Cited by 229 publications

References 37 publications

Contested Collective Intelligence: Rationale, Technologies, and a Human-Machine Annotation Study

Contested Collective Intelligence: Rationale, Technologies, and a Human-Machine Annotation Study

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Self-Reflection and Math Performance in an Online Learning Environment

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