Let's talk about reflection at work

Pammer, Viktoria; Krogstie, Birgit R.; Prilla, Michael

doi:10.1504/ijtel.2017.084493

Cited by 11 publications

(7 citation statements)

References 33 publications

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“…Reflection in the sense of a critical evaluation of past experiences with the goal to learn (cp. Schön, 1983;Boud et al, 1985;Pammer et al, 2017) is a key mechanism in informal professional learning. It becomes possible as a learner's expertise in a field grows (Kirschner et al, 2006).…”

Section: Multiple Case Studiesmentioning

confidence: 99%

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Data-Related Ethics Issues in Technologies for Informal Professional Learning

Pammer-Schindler

Rosé

2021

Int J Artif Intell Educ

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Professional and lifelong learning are a necessity for workers. This is true both for re-skilling from disappearing jobs, as well as for staying current within a professional domain. AI-enabled scaffolding and just-in-time and situated learning in the workplace offer a new frontier for future impact of AIED. The hallmark of this community’s work has been i) data-driven design of learning technology and ii) machine-learning enabled personalized interventions. In both cases, data are the foundation of AIED research and data-related ethics are thus central to AIED research. In this paper we formulate a vision how AIED research could address data-related ethics issues in informal and situated professional learning. The foundation of our vision is a secondary analysis of five research cases that offer insights related to data-driven adaptive technologies for informal professional learning. We describe the encountered data-related ethics issues. In our interpretation, we have developed three themes: Firstly, in informal and situated professional learning, relevant data about professional learning – to be used as a basis for learning analytics and reflection or as a basis for adaptive systems - is not only about learners. Instead, due to the situatedness of learning, relevant data is also about others (colleagues, customers, clients) and other objects from the learner’s context. Such data may be private, proprietary, or both. Secondly, manual tracking comes with high learner control over data. Thirdly, learning is not necessarily a shared goal in informal professional learning settings. From an ethics perspective, this is particularly problematic as much data that would be relevant for use within learning technologies hasn’t been collected for the purposes of learning. These three themes translate into challenges for AIED research that need to be addressed in order to successfully investigate and develop AIED technology for informal and situated professional learning. As an outlook of this paper, we connect these challenges to ongoing research directions within AIED – natural language processing, socio-technical design, and scenario-based data collection - that might be leveraged and aimed towards addressing data-related ethics challenges.

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Section: Multiple Case Studiesmentioning

confidence: 99%

“…In these, few people can be found who can directly instruct correct behavior, and standard codified knowledge on how to act correctly isn't available (cp. Burnes et al, 2003;Knipfer et al, 2013;Pammer et al, 2017;Thalmann et al, 2020).…”

Section: Multiple Case Studiesmentioning

confidence: 99%

Data-Related Ethics Issues in Technologies for Informal Professional Learning

Pammer-Schindler

Rosé

2021

Int J Artif Intell Educ

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“…42 were assigned to the research group (35 male, 7 female) and 34 participants were assigned to the auditor group (27 male, 8 female). 80% of the participants were aged between [18][19][20][21][22][23][24][25][26][27]18.5% between 28-37 and 1.5% was aged between 48-57.…”

Section: Study 1 -Experimental Studymentioning

confidence: 99%

“…The widget uses low-level activity log data to mirror back past search behaviour in terms of the used search functionalities to users. In combination with reflection prompts, this is expected to trigger reflection [18]. In this work we ask the following research questions with respect to the widget: -RQ1.…”

Section: Introductionmentioning

confidence: 99%

“Mirror, mirror on my search...”: Data-Driven Reflection and Experimentation with Search Behaviour

Fessl

Apaolaza

Gledson

et al. 2019

Lecture Notes in Computer Science

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Searching on the web is a key activity for working and learning purposes. In this work, we aimed to motivate users to reflect on their search behaviour, and to experiment with different search functionalities. We implemented a widget that logs user interactions within a search platform, mirrors back search behaviours to users, and prompts users to reflect about it. We carried out two studies to evaluate the impact of such widget on search behaviour: in Study 1 (N=76), participants received screenshots of the widget including reflection prompts while in Study 2 (N=15), a maximum of 10 search tasks were conducted by participants over a period of two weeks on a search platform that contained the widget. Study 1 shows that reflection prompts induce meaningful insights about search behaviour. Study 2 suggests that, when using a novel search platform for the first time, those participants who had the widget prioritised search behaviours over time. The incorporation of the widget into the search platform after users had become familiar with it, however, was not observed to impact search behaviour. While the potential to support un-learning of routines could not be shown, the two studies suggest the widget's usability, perceived usefulness, potential to induce reflection and potential to impact search behaviour.

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“…Its most popular form is Reflective Journaling, which we define as a structured writing process with the purposes of acquiring a set of abilities and skills; thinking in a critical inquisitive way; and solving problems within a professional context. Reflective practice through journaling, also known as Reflective Journaling, allows us to externalize important thoughts and feelings in academic, personal, and professional contexts [21,33]. Unfortunately, while the benefits of journaling are noteworthy, O'Connell and Dyment [32] remind us that striking issues and challenges remain, not least in understanding how best to employ Reflective Journaling to support learning in a range of different contexts.…”

Section: Introductionmentioning

confidence: 99%

Reflective Journaling: A Theoretical Model and Digital Prototype for Developing Resilience and Creativity

Rivera

Rooij

Jones

2020

Lecture Notes in Computer Science

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Reflection is commonly discussed as a tool for personal and professional development that is becoming increasingly important in today's global and digital world. In this paper, we propose a model that suggests ways in which reflection, in the form of Reflective Journaling, can support the development of creativity and resilience, which are needed to enable individuals to function effectively in a fast-changing environment. In addition, the model proposes ways in which external support and progress monitoring can be used in conjunction with skills in adaptive resilience and structured creativity, to support the maintenance of reflective journaling as a habit, in the longer term, thus creating virtuous cycles of skills and behaviours that can reinforce each other. Based on our model, and additional user research, we describe the design of a first digital prototype that aims to support the use of Reflective Journaling and to develop creativity and resilience through suggested mechanisms. Initial evaluations of our prototype are positive. It has been well-received by early test users, and has the potential to address all the connections defined. We therefore suggest that the theoretical model can be used to develop digital tools, such as the one included, to help those who wish to develop the habit of reflective journaling, and through that a range of other skills associated with resilience and creative thinking. We see this as a starting point for investigating this potential in more depth.

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Let's talk about reflection at work

Cited by 11 publications

References 33 publications

Data-Related Ethics Issues in Technologies for Informal Professional Learning

Data-Related Ethics Issues in Technologies for Informal Professional Learning

“Mirror, mirror on my search...”: Data-Driven Reflection and Experimentation with Search Behaviour

Reflective Journaling: A Theoretical Model and Digital Prototype for Developing Resilience and Creativity

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