In-App Reflection Guidance for Workplace Learning

Fessl, Angela; Wesiak, Gudrun; Rivera-Pelayo, Verónica; Feyertag, Sandra; Pammer, Viktoria

doi:10.1007/978-3-319-24258-3_7

Cited by 9 publications

(18 citation statements)

References 18 publications

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“…Where possible, we also will distinguish between educational and workplace learning Fessl et al (2015), because they have different demands with regard to reflection guidance (e.g., known activities vs. unknown activities, time pressure during work).…”

Section: Literature Overviewmentioning

confidence: 99%

“…In "Dimension II: reflection participants: individual vs. collaborative", we will have a closer look at which level reflection is supported. "Dimension III: reflection guidance" looks if and how reflection guidance approaches were applied Fessl et al (2015). In "Dimension IV: success and results of reflection" we will review the success of reflection achieved by different tools.…”

Section: Introductionmentioning

confidence: 99%

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The known universe of reflection guidance: a literature review

Fessl

Blunk

Prilla

et al. 2017

IJTEL

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Reflective learning has been established as a process that deepens learning in both educational and work-related settings. We present a literature review on various approaches and tools (e.g., prompts, journals, visuals) providing guidance for facilitating reflective learning. Research considered in this review coincides common understanding of reflective learning, has applied and evaluated a tool supporting reflection and presents corresponding results. Literature was analysed with respect to timing of reflection, reflection participants, type of reflection guidance, and results achieved regarding reflection. From this analysis, we were able to derive insights, guidelines and recommendations for the design of reflection guidance functionality in computing systems: (i) ensure that learners understand the purpose of reflective learning, (ii) combine reflective learning tools with reflective questions either in form of prompts or with peer-to-peer or group discussions, (iii) for work-related settings consider the time with regard to when and how to motivate to reflect.

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Section: Literature Overviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The known universe of reflection guidance: a literature review

Fessl

Blunk

Prilla

et al. 2017

IJTEL

Self Cite

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“…Secondly, the terminology and model can be used as useful language to talk about reflection in the process of designing new, or adapting and adopting existing technology for the purpose of reflective learning. Both terminology and model already form the basis of a significant body of literature that explores computer technology as support for reflective learning in the workplace (such as Balzert et al, 2012;Fessl et al, 2015;Mora et al, 2012;Müller et al, 2015;Pammer et al, 2015;Pitts et al, 2015;Rivera-Pelayo et al, 2013;Sisarica et al, 2013). Furthermore, colleagues of us have created a toolbox that guides the design of technology for reflective learning; this toolbox was positively evaluated with four software development experts (Calori et al, 2014).…”

Section: Designing Socio-technical Systems With the Csrl Model As Bacmentioning

confidence: 99%

“…For example, the step "referring to experiences" contains referring to experiences in different ways, including providing own experiences and challenging what has been said. Identifying these steps supports the analysis and design of reflection tools, as it allows for an understanding of what is happening in a tool and what needs to be supported to which extent (Prilla and Renner 2014;Fessl et al, 2015;).…”

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confidence: 99%

Let's talk about reflection at work

Krogstie

Prilla

Pammer

2017

IJTEL

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and area manager at the Know-Center. She is responsible for teaching, research and innovation in the field of computer-supported working, learning and creativity, with an emphasis on knowledge work settings. Viktoria holds a PhD and an MSc (both with distinction) from the Graz University of technology. She has published around 60 scientific papers in international journals, conferences and workshops, and regularly serves as PC member in international conferences such as the ECTEL.

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“…Three of the four trials have been reported in previous conference and journal publications [9], [10], [11], [12], [13], [14], but without emphasis on reflection guidance technology. A shorter version of this paper was published at the European Conference on Technology Enhanced Learning 2015 [15].…”

Section: Introductionmentioning

confidence: 99%

In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

Fessl

Wesiak

Rivera-Pelayo

et al. 2017

IEEE Trans. Learning Technol.

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This paper presents a concept for in-app reflection guidance and its evaluation in four work-related field trials. By synthesizing across four field trials, we can show that computer-based reflection guidance can function in the workplace, in the sense of being accepted as technology, being perceived as useful and leading to reflective learning. This is encouraging for all endeavours aiming to transfer existing knowledge on reflection supportive technology from educational settings to the workplace. However, reflective learning in our studies was mostly visible to limited depth in textual entries made in the applications themselves; and proactive reflection guidance technology like prompts were often found to be disruptive. We offer these two issues as highly relevant questions for future research.

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In-App Reflection Guidance for Workplace Learning

Cited by 9 publications

References 18 publications

The known universe of reflection guidance: a literature review

The known universe of reflection guidance: a literature review

Let's talk about reflection at work

In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

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