Understanding and supporting reflective learning processes in the workplace: The CSRL Model

Understanding and supporting reflective learning processes in the workplace: The CSRL Model

Birgit R. Krogstie1, Michael Prilla2, Viktoria Pammer3

1Norwegian University of Science and Technology, Trondheim, Norway 2Information and Technology Management, Ruhr University of Bochum 3Know-Center Graz, Austria

http://mirror-project.eu

Fostering Collaborative Redesign of Work Practice: Challenges for Tools Supporting Reflection at Work

Reflection?

Activity Articulation Documented Experience

“Patient with [diagnosis]. Excited relative talks about [problem] that she allegedly does not know about. Wants information about [the problem] and how we deal with it, which has already been given before.”

Own Comment “[Maybe] medical lay people cannot understand some terms and are irritated rather than informed.”

Comment by others “Here a second talk could help. Sometimes it needs to be explained again and again to reach understanding. (…) There is still the option to ask the senior physician”

Reflection?


Agenda

▪ Why do we need a model for reflection?

▪ The CSRL model: Computer Supported Reflective Learning

▪ Applying the model

▪ Next steps: Challenges and Open Issues


WHY DO WE NEED A MODEL FOR COMPUTER SUPPORTED REFLECTIVE LEARNING?

A model helps to analyse, plan and implement reflection support.


Why do we need a new model of reflection?

Existing models: Focus & Descriptiveness vs. Support for Tool Design

▪ Granularity: Activities involved in the process?▪ Process: What initiates the process, what keeps it alive?▪ Which tools / features support which aspects of reflection? ▪ Different forms of reflection: Individual and Collaborative


Models of reflectionBoud (1985)

Behavior

Ideas

Feelings

Returning to experience

Attending to feelings

Re-evaluating experience

New perspectives

Change in behavior

Readiness for application

Commitment to action

Experience(s)Reflective

process Outcomes

“Learning is the process whereby knowledge is created by the transformation of experience” (Kolb, 1984)


Models of reflection / including reflectionDewey (1938), Stahl (2000), Argyris (1999)


The MIRROR CSRL modelComputer Supported Reflective Learning

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 (triggers) to

new reflection cycles

http://research.idi.ntnu.no/mirror/csrl_v1_2_1/CSRL_v1_2_1_Clickable_General_version/start.html





The CSRL model: Stages of computer-supported reflective learning

Plan and Do work▪ Doing everyday work, planning

and monitoring▪ Real or virtual environments,

simulations

Initiate Reflection▪ Starting (each) cycle▪ Make plan(s) / set objective(s),

involve others▪ More or less elaborate /

explicit








The CSRL model of computer-supported reflective learning

Conduct reflection session▪ Re-assess experiences ,

understand them and draw conclusions

▪ Results in an outcome

Apply outcome▪ Create change in the work arena

or initiate further reflection▪ Plan implementation








Explicit focus on triggers and transitions

Starting and continuing the cycleConnecting steps

Trigger

Transition



Triggers

▪ What causes people to reflect? What causes them to involve others?

▪ (often initiated by) Individual discrepancies▪ Need to make sense, need for emotion regulation

▪ Involving others▪ Get help to understand problem / find solution▪ Get help to implement solution▪ Create awareness (e.g. give help/guidance)


Advances in the model:Triggers for reflection


Transitions

▪ Change in the stage

▪ Keeping the cycle active until a resolution has been achieved or applied



Advances in the model:Supporting Transitions

• Objective / subjective: Proximity, performance, notes

1: Data

• Goals, participants: Meeting agenda, question asked

2: Frame

1

2




Applying the model: Cycles

Observations in practice: Back and forth between individual reflection and reflection in groups (Prilla, Pammer and Krogstie ECSCW 2013)

Requirement for CSRL model:Connect sessions


Example: Reflecting on a Failed Emergency Procedure

One day, a nurse failed to initiate the emergency procedure when a patient was brought to the emergency room and the state of the patient suddenly deteriorated severely.


Example: Reflecting a Failed Emergency Procedure

The nurse tried to initiate the procedure, but failed and had to call the team in manually.

The nurse felt bad about it and wanted to prevent similar situations in the future. He thought back to this situation, but did not understand what had gone wrong and why.

Plan and do work: Start

emergency proc.

Conduct Reflection:

Failure why?

Initiate Reflection : Prevent future

issues

Cycle 1:Nurse reflecting individually


Example: Reflecting on a Failed Emergency Procedure

The nurse went to the head nurse in order to reflect with her about the procedure. The head nurse remembered that she had also had similar problems in the past.

They came up with changes to the procedure, but were not sure whether these changes would work for others, too.


emergency proc.

Apply Outcome: Acceptance?

Conduct Reflection:

Failure why?


issues

Conduct Reflection: Too

complex

Initiate Reflection:

Ask head nurse


Cycle 2:Nurse reflecting with head nurse



The nurse and the head nurse decided to take the topic into a staff meeting to involve more people in finding a solution. In the staff meeting, some nurses reported similar problems.

The group came up with a proposal for an adapted procedure.


emergency proc.


Conduct Reflection:

Failure why?


issues


complex


Ask head nurse

Conduct Reflection:

Create proposal


All staff



Cycle 3:Reflection in staff meeting



In the ward meeting, the participants decided to propose to management that the adapted procedure be used on all wards of the hospital.


emergency proc.


Conduct Reflection:

Failure why?


issues


complex


Ask head nurse

Apply Outcome: Management

needed

Conduct Reflection:

Create proposal


All staff



Cycle 3:Reflection in staff meeting

Management


Applying the model in practice

▪ Identification of reflection cycles and support needs▪ Analysing / Modelling collaborative reflection▪ Checking existing support / identifying requirements▪ Mapping technology

▪ Central role of initiation phase▪ Needs sufficient data basis for reconstruction▪ Needs support for different triggers

▪ Support for transitions as a central task for tools


Modelling collaborative reflection


The MIRROR CSRL model: Tool view



Mapping tool use



Advances to other models

With the CSRL model

▪ reflective learning in the workplace can be represented as a process involving multiple, interconnected cycles

▪ each reflection cycle can be characterized in a way that captures important differences between cycles

▪ tool support can be adapted to the particular characteristics of the reflective learning process in question



Next steps: towards CSRL model 2.0

▪ Use of the CSRL model for communication among stakeholders▪ Switching between different levels of abstraction▪ The need for guidelines, facilitation and experts present

▪ Embedding the model in the socio-technical context of reflection

▪ Design of applications supporting reflection, with guidelines for design and further (socio-technical) context for reflective learning



Thank you very much! Questions?

Michael [email protected] www.imtm-iaw.rub.dewww.mirror-project.eu

@IMTM_RUB@MirrorIP

imtmmirrorip

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Understanding and supporting reflective learning processes in the workplace: The CSRL Model