Tool support for reflection in the workplace in the context of reflective learning cycles

© 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


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


The CSRL model v1.0: Learning cycle view


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


Use of tools to support the reflection process: (Data capturing + provision; scaffolding; simulation of work)


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


Case: Physicians learning to handle difficult conversations with relatives of patients, using the Talk Reflection app





and reflection






CSRL Model









and reflection






CSRL Model





and reflection





and reflection






CSRL Model






Inner learning cycle: Detailed steps




Inner learning cycle: tool use


Inner learning cycle: examples of tool use






Outer learning cycle




Outer learning cycle: detailed steps and tool use


Outer learning cycle: examples of tool use




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


Key results from the evaluation


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


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)

Education

Tool support for reflection in the workplace in the context of reflective learning cycles