User and Group Behavior in Computer Support for Collaborative Reflection in Practice: An Explorative Data Analysis

Prilla, Michael

doi:10.1007/978-3-319-06498-7_18

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…This includes the need to embed tools, processes, and facilitation into existing work processes, and to use technologies and devices that are accessible, and can be used at work. In particular, previous research found the integration of reflection tools into meetings, and the participation of managers in reflection conducted with these tools (e.g., driving and facilitating it) to be helpful [36].…”

Section: Environments As Facilitatorsmentioning

confidence: 99%

The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

Bimrose¹,

Brown²,

Holocher-Ertl³

et al. 2014

Int. J. Adv. Corp. Learn.

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Public Employment Services (PES) in Europe are authorities that attempt to match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are among the main challenges with which PES practitioners, as a direct interface between jobseekers and employers, have to deal. They have to support career adaptability of their clients as well as to enhance and transform their own individual and collective professional identities in order to cope successfully with the challenges of a changing labor market. As part of the research project EmployID, we are exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical and learning support tools. Key to successful professional identity transformation is continuous learning. Individuals may take on the role of facilitators for the learning of others as well as being facilitated by peers, technology and environment.

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Section: Environments As Facilitatorsmentioning

confidence: 99%

The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

Bimrose¹,

Brown²,

Holocher-Ertl³

et al. 2014

Int. J. Adv. Corp. Learn.

Self Cite

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show abstract

“…A lot of technology-enhanced reflection examples are embedded in groups and collaborative learning settings (P. Gourlet, Eveillard, & Dervieux, 2016;Hook, Hjermitslev, Iversen, & Olivier, 2013;Leinonen et al, 2016). One strand of technology-supported reflection is based on Boud's construct of reflection activity which emphasizes deliberate thinking back to the learning experience and striving for improvement and knowledge transformation (Boud, 2001;Prilla, 2014). Collaborative reflection is interpreted as collaboratively going back to experience and learning from them (Lin et al, 1999;Prilla, Nolte, Blunk, Liedtke, & Renner, 2015).…”

Section: Reflection In the Collaborative Learning Settingmentioning

confidence: 99%

“…When students moved to the other phases when the tasks are more collaborative, accordingly, the reflection videos tended to be collaborative reflection videos. Group dynamics and different spatial arrangements of participants might affect the collaborative reflection around using a technology tool (Prilla, 2014). When people are working in different spaces, they work for their team but are spatially separated.…”

Section: Speaker: Explanatory Speaker and Assisting Speakermentioning

confidence: 99%

“…Some researchers' perspective on reflection is based on Boud's construct of reflection activity which emphasizes deliberate thinking back to the learning process and striving for improvement and knowledge transformation (Boud, 2001). In the research based on the above construct, collaborative reflection is interpreted as a collaborative reviewing experience and learning from them (Prilla, 2014), wherein collaborative reflection requires an exchange of perspectives and a critical discourse about the different participants' perspectives. This can be seen as collaborative reflection-on-action.…”

Section: Introductionmentioning

confidence: 99%

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Supporting and understanding students’ collaborative reflection-in-action during design-based learning

Zhang

Bekker

Markopoulos

et al. 2023

Int J Technol Des Educ

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Design-Based Learning (DBL) is a pedagogical approach where learning is situated in the context of design activities that are typically carried out in groups. During collaborative design inquiry, reflection is of vital importance for learning from design experience. The paper presents a research-through-design study with the intention to generate knowledge on how to design for supporting reflection-in-action during design-based learning. This study addresses the research question: how can a media tool support a group of students in externalizing reflection while they are engaging in DBL? This paper describes the design and evaluation of ReflectionSchema, a tool intended to support reflection-in-action in such a learning environment. The tool offers visualized guidance for coordinating a group of students’ understanding of how they can combine reflecting with making design representations. The tool was trialed by 13 groups of students aged 12 to 13, who used the tool to record short reflection videos along their whole DBL process. We analyzed the efficacy of ReflectionSchema in terms of supporting collaborative reflection-in-action. Furthermore, we investigated the process of reflection-in-action during Design-based learning processes by examining the collaborative reflection patterns in the reflection videos that include the actions, roles, recording preference/style, and strategies employed. We discussed how these findings can inform the design of other reflection tools for similar settings.

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Students’ Attitude Towards Technology Enhanced Photovoice to Support Critical Reflection

Brink

Bredeweg

Schouten

2021

Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference

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User and Group Behavior in Computer Support for Collaborative Reflection in Practice: An Explorative Data Analysis

Cited by 5 publications

References 26 publications

The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

Supporting and understanding students’ collaborative reflection-in-action during design-based learning

Students’ Attitude Towards Technology Enhanced Photovoice to Support Critical Reflection

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