tool support for reflection in the workplace in the context of reflective learning cycles
DESCRIPTION
The presentation shows how a model of Computer Supported Reflective Learning (CSRL) can be applied to a case of reflective learning in the workplace, aiding analysis and design.TRANSCRIPT
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Tool support for reflection in the workplace in the context of reflective learning cyclesBirgit R. Krogstie, NTNUMichael Prilla, RUB
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
The MIRROR Model of Computer Supported Reflective Learning (CSRL)
▪ Accounts for the role of technology in reflective learning processes in the workplace ▪ Individual, collaborative and organizational level
▪ Supports development of CSRL solutions▪ Analysis and design
▪ Version 1.0 June 2012; version 2.0 June 2014
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
The CSRL model v1.0: Learning cycle view
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
The CSRL model v1.0: The more detailed process steps
▪ A generic reference model
▪ An instantiation:▪ ..may show an actual
(observed) process▪ ..may show a desirable/
recommended process▪ ..may apply to a particular
organization or a type of case or solution
▪ ..should include relevant steps
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Use of tools to support the reflection process: (Data capturing + provision; scaffolding; simulation of work)
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
A procedure for applying the CSRL model to a case of computer supported reflective learning
1) Outline the story of reflective learning
2) Identify the learning cycles connecting work
and reflection
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Story/scenario of reflective learning (text, storyboard or
other representation)
Diagram(s) instantiating the learning cycle view of the
CSRL Model
Diagram(s) instantiating the process steps view of the CSRL
model, with tool categories
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Case: Physicians learning to handle difficult conversations with relatives of patients, using the Talk Reflection app
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
A procedure for applying the CSRL model to a case of computer supported reflective learning
1) Outline the story of reflective learning
2) Identify the learning cycles connecting work
and reflection
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Story/scenario of reflective learning (text, storyboard or
other representation)
Diagram(s) instantiating the learning cycle view of the
CSRL Model
Diagram(s) instantiating the process steps view of the CSRL
model, with tool categories
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
1) Outline the story of reflective learning
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
A procedure for applying the CSRL model to a case of computer supported reflective learning
1) Outline the story of reflective learning
2) Identify the learning cycles connecting work
and reflection
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Story/scenario of reflective learning (text, storyboard or
other representation)
Diagram(s) instantiating the learning cycle view of the
CSRL Model
Diagram(s) instantiating the process steps view of the CSRL
model, with tool categories
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
2) Identify the learning cycles connecting work
and reflection
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
A procedure for applying the CSRL model to a case of computer supported reflective learning
1) Outline the story of reflective learning
2) Identify the learning cycles connecting work
and reflection
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Story/scenario of reflective learning (text, storyboard or
other representation)
Diagram(s) instantiating the learning cycle view of the
CSRL Model
Diagram(s) instantiating the process steps view of the CSRL
model, with tool categories
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Inner learning cycle: Detailed steps
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Inner learning cycle: tool use
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Inner learning cycle: examples of tool use
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Outer learning cycle
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
Outer learning cycle: detailed steps and tool use
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Outer learning cycle: examples of tool use
3) For each reflective learning cycle, identify
relevant reflection steps and tool use
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Evaluation of the model/procedure
▪ May 2012 ▪ 7 groups, 5 organizations (MIRROR test beds), 24 participants▪ Each group: developers and test bed representatives working
together ▪ Focus: refined understanding of MIRROR cases and (re-)design of
apps
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Key results from the evaluation
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Modelling reflective learning cycles with the CSRL model: Conclusions
▪ Using a story of reflective learning (with a persona) helps focus on user needs▪ Need to cover relevant tool usage▪ Several stories may be necessary, e.g. for different personas
▪ Systematic application of the cycle model helps make the transitions between work and reflection explicit.
▪ The modeling of tool usage supports a systematic walkthrough of what is supported by the tool and what might be supported
▪ Descriptive power▪ Succinct/visual representation of tool use in context, grounded in theory of
reflective learning ▪ Communication between developers and users should additionally be
supported by concrete tools / rapid prototyping
© MIRROR Project - Co-Funded by EU IST FP7 – www.mirror-project.eu
Modelling reflective learning cycles with the CSRL model: Challenges/further work
▪ Areas of further work▪ Representing external factors impacting on the reflective
process▪ Systematic representation of knowledge development in the
organizations, taking into account transitions between levels of learning (individual, team, organization)
▪ Representing concerted use of tools
▪ -> Instantiating with the MIRROR test bed cases: intended and actual use of MIRROR tools
▪ -> Refinement of the model + conceptual tools for its application (CSRL design guidelines)