Example Reflective Practitioners as Self-regulated Learners
Schön, D. A. (1983). The Reflective Practitioner: HowProfessionals think in Action. London: Maurice Temple Smith.Concepts of reflection• Reflection for action*• Reflection in action• Reflection on action* Ertmer, P. A., & Newby, T. J. (1996). The expert learner:Strategic, self-regulated and reflective. Instructional Science, 24, 1-24.
Revisit Schön’s concepts from aself-regulation perspective
Endsley, M. R. (2000). “Theoretical Underpinnings of SituationAwareness: A Critical Review”. In M.R. Endsley & D.J. Garland(Eds.). Situation Awareness Analysis and Measurement (pp. ).Mahwah, NJ & London: Lawrence Erlbaum Associates.SITUATIONAL AWARENESS
Situation Awareness State of the Environment Situational Awareness Perceive Comprehend Decision Perform Project
Task/ System Factors System Stress & Complexity Automation capabilities Workload Situational Awareness Perceive Comprehend Decision Perform Project Individual Factors Goals & Objectives Information Processing Preconditions Mechanisms Training Long term Memory Automacity Experience Abilities
Levels of Situation Awareness• Level 1: Perception of relevant information – Being able to identify a situation• Level 2: Comprehension of information – Understand the situation in context• Level 3: Forward prediction – Understand the dynamics of a context
Situation Awareness in Teams• Self-awareness within the team• Peer-awareness within the team• Awareness of the team as a whole• Resource-awareness within the team