Modeling computer-supported
reflective learning:
Combining a high-level timeline view
with reflection cycles and tool use
...
The CSRL mode: Vision
▪ Stakeholders in an organization (managers,
employees, and developers) better understand and
suppor...
The CSRL model: Purposes
▪ How to capture and analyze reflection processes
(analysis)?
▪ How to use (existing tools) for c...
The CSRL views
▪ Reflection cycle: Modelling a reflective
learning process
▪ Timeline: High-level model of reflective
lear...
The MIRROR CSRL model: cycle view
Interactive version:
http://research.idi.ntnu.no/mirror/csrl_v1_2_1/CSRL_v1_2
_1_Clickab...
Triggers in the CSRL model
The MIRROR CSRL model: cycle view -
transitions
▪ What is meant by transition?
▪ Change in the stage
▪ Change in scope (ho...
Applying the reflection cycle view to understand
reflection in practice: Example from a hospital
① A nurse reflected on an...
MODELLING REFLECTION WITH THE
TIMELINE VIEW
Analysing and planning reflection support based on scenarios:
Technical and or...
The MIRROR CSRL model: Timeline view
Modelling collaborative reflection
▪ Basis: Scenario / story of reflection
▪ Modelling the scenario
▪ Explicating triggers...
Modelling collaborative reflection
Work /
outcome
levels
Process
levels
Goal:
Make visible how
the process
proceeds throug...
Modelling collaborative reflection
Model
element
Symbol
Work
Trigger
Reflection
Change
Identification of
reflection cycles...
The MIRROR CSRL model:
Tool view
▪ For each stage
identification of
potential tools to
support aspects of the
reflective l...
Evaluation within the MIRROR project
▪ 26 participants, 5 groups
▪ One real life scenario per group
▪ Task: Modelling and ...
Modelling collaborative reflection
Examples from evaluation
Results from the evaluation
▪ Positive perception
▪ New ideas
▪ Interest in further usage
▪ Challenges
▪ Triggers vs. Tran...
Results from the evaluation: Unanticipated
usage
▪ Branches
▪ Uncertainty
(elements
between levels)
▪ Combined usage of
to...
Outlook: towards CSRL model 2.0
▪ Use of the CSRL model for communication among
stakeholders
▪ Switching between different...
Thank you very much!
Questions?
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Modeling computer-supported reflective learning: Combining a high-level timeline view with reflection cycles and tool use

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Slides from the presentation at the 2013 ARTEL workshop on awareness and reflection in technology enhanced learning at EC-TEL 2013

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  • Status – Timeline and emotions are newer
  • The four stages in the CSRL cycle can be considered (loosely) as states in a reflective learning process in which some activities are relevant. By activity – which can also be referred to as a reflection activity – we here refer to “something people do to achieve reflective learning”. This definition has a focus on the perspective of the learner, and is accompanied by the assumption that any reflection activity undertaken in a real-life workplace setting can be linked to a reflective learning cycle (whether short or elaborate)In the case of the CSRL cycle view, the activities are generic and based on activity seen as essential to reflective learning in the literature and in conceptual/empirical work in MIRROR (see e.g. the interim version of D1.4 and chapter 4 in this deliverable). The generic activities are meant to cover reflective learning processes in all types of reflective learning settings. Furthermore, the list of activities for each stage in the reflection cycle indicates what types of activity may be involved in a specific reflection cycle I.e. in a specific case, not all activities need to be present.In the following, we use boldface text to refer to the activities within each stage. The stages can be seen as implicitly or explicitly containing checkpoints for how (and whether) to proceed in the process (see below on transitions between stages). In particular, what happens in the Apply outcome stage is decisive for how and whether the reflection leads to immediate change to work and/or to the initiation of further reflection. As argued previously (see D1.4) the four stages may all benefit from various forms of reflection support (see section ).
  • Modeling computer-supported reflective learning: Combining a high-level timeline view with reflection cycles and tool use

    1. 1. Modeling computer-supported reflective learning: Combining a high-level timeline view with reflection cycles and tool use Birgit R. Krogstie, John Krogstie, Michael Prilla
    2. 2. The CSRL mode: Vision ▪ Stakeholders in an organization (managers, employees, and developers) better understand and support reflective learning in the organization ▪ They identify cycles of reflective learning connecting work and reflection on work along the timeline. ▪ To consider the potential of specific tools to support the reflection, the group agrees on a shared model of the reflective learning process(es) in the organization, informing later design decisions.
    3. 3. The CSRL model: Purposes ▪ How to capture and analyze reflection processes (analysis)? ▪ How to use (existing tools) for complex reflection scenarios (envisioning, planning)? ▪ How to support certain reflection processes (socio- technical design)?
    4. 4. The CSRL views ▪ Reflection cycle: Modelling a reflective learning process ▪ Timeline: High-level model of reflective learning stories. Providing a structure for modelling reflective learning cycles - an instantiation of the reflection cycle view. ▪ Tool use: Showing how reflection tools can support activity in the reflection cycle, linking tool use to each of the stages ▪ Emotion: To address emotion role throughout the reflection cycle
    5. 5. The MIRROR CSRL model: cycle view Interactive version: http://research.idi.ntnu.no/mirror/csrl_v1_2_1/CSRL_v1_2 _1_Clickable_General_version/start.html Focus on: • Stages • Activities within stages • Transitions between stages, • Transitions to new reflection cycles
    6. 6. Triggers in the CSRL model
    7. 7. The MIRROR CSRL model: cycle view - transitions ▪ What is meant by transition? ▪ Change in the stage ▪ Change in scope (how big part of the organization is involved, e.g. individual, team, whole organization) ▪ Change in what roles are involved in the reflective learning process (floor workers, management,..) ▪ Why is it important to identify transitions? ▪ Keep the cycle active until a resolution has been achieved or applied ▪ Need appropriate support
    8. 8. Applying the reflection cycle view to understand reflection in practice: Example from a hospital ① A nurse reflected on an incident with starting an emergency alarm. ② As she found no solution, she asked the head nurse to reflect with her. ③ The two remembered similar situations and came up with proposals. To get agreement and further ideas, they brought up the topic for reflection in a staff meeting. ④ The ideas resulting for a meeting were reflected with management.
    9. 9. MODELLING REFLECTION WITH THE TIMELINE VIEW Analysing and planning reflection support based on scenarios: Technical and organisational needs and issues
    10. 10. The MIRROR CSRL model: Timeline view
    11. 11. Modelling collaborative reflection ▪ Basis: Scenario / story of reflection ▪ Modelling the scenario ▪ Explicating triggers and transitions ▪ Overview of reflective learning processes from user perspective ▪ Modelling by different stakeholders ▪ Agreement between stakeholders
    12. 12. Modelling collaborative reflection Work / outcome levels Process levels Goal: Make visible how the process proceeds through transitions between levels in the organization
    13. 13. Modelling collaborative reflection Model element Symbol Work Trigger Reflection Change Identification of reflection cycles: Frame for (more) detailed modelling for cycles
    14. 14. The MIRROR CSRL model: Tool view ▪ For each stage identification of potential tools to support aspects of the reflective learning process ▪ Focus on learner´s needs at a given stage
    15. 15. Evaluation within the MIRROR project ▪ 26 participants, 5 groups ▪ One real life scenario per group ▪ Task: Modelling and analysing reflection in the scenario + using apps for support ▪ Group members ▪ 1-2 familiar with example and apps ▪ No modelling experts ▪ Initial evaluation, further work outside the consortium planned (consulting, design, …)
    16. 16. Modelling collaborative reflection Examples from evaluation
    17. 17. Results from the evaluation ▪ Positive perception ▪ New ideas ▪ Interest in further usage ▪ Challenges ▪ Triggers vs. Transitions ▪ Identifying cycles
    18. 18. Results from the evaluation: Unanticipated usage ▪ Branches ▪ Uncertainty (elements between levels) ▪ Combined usage of tools
    19. 19. Outlook: towards CSRL model 2.0 ▪ Use of the CSRL model for communication among stakeholders ▪ Switching between different levels of abstraction ▪ Flexibility (vs. rigidity) in the modeling ▪ The need for guidelines, facilitation and experts present ▪ Goal: Improve support for design of applications supporting reflection, with guidelines for design and further (socio-technical) context for reflective learning
    20. 20. Thank you very much! Questions?

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