Computer Support for Collaborative Reflection on Captured Teamwork Data

This paper introduces collaborative reflection for the purpose of team learning at the workplace and describes requirements for its computer support. In particular, we identify three processes to be supported and discuss solutions necessary for collaborative knowledge construction and meaning making based on captured teamwork data. This includes support for articulation work, transfer of established scaffolding and guidance concepts to the scope of reflection at the work place, and strategies of convergence for collaborative knowledge construction. Additionally, the paper outlines potential technical solutions embedded into organizational procedures to facilitate collaborative reflection and team learning.

[1]  G. Salomon.  Distributed cognitions : psychological and educational considerations , 1997 .

[2]  Daniel D. Suthers,et al.  The effects of representation on students' elaborations in collaborative inquiry , 2002, CSCL.

[3]  M. Woerkom,et al.  Operationalising critically reflective work behaviour , 2008 .

[4]  Franci Pivec.  Computerization and controversy: value conflicts and social choices , 2003 .

[5]  Thomas Herrmann,et al.  Improving the coordination of collaborative learning with process models , 2005, CSCL.

[6]  Ulrike Cress,et al.  A systemic and cognitive view on collaborative knowledge building with wikis , 2008, Int. J. Comput. Support. Collab. Learn..

[7]  Stephanie D. Teasley,et al.  The Construction of Shared Knowledge in Collaborative Problem Solving , 1995 .

[8]  Annikki Järvinen,et al.  Modelling reflective and contextual learning at work , 2001 .

[9]  Jennifer A. Moon.  Reflection in learning and professional development , 1999 .

[10]  G. Gibbs.  Learning by doing: A guide to teaching and learning methods , 1988 .

[11]  A. Edmondson.  Psychological Safety and Learning Behavior in Work Teams , 1999 .

[12]  D. Christopher Kayes,et al.  Team Learning in Organizations: A Review and Integration , 2006 .

[13]  Thomas Herrmann,et al.  Negotiation-tools in CSCL-scenarios: do they have a valid use? , 2009, CSCL.

[14]  Jennifer A. Moon.  Reflection in Learning & Professional Development: Theory & Practice. , 1999 .

[15]  Thomas Herrmann,et al.  Context-oriented communication and the design of computer-supported discursive learning , 2008, Int. J. Comput. Support. Collab. Learn..

[16]  D. Schoen.  The Reflective Practitioner , 1983 .

[17]  M. Eraut.  Non-formal learning and tacit knowledge in professional work. , 2000, The British journal of educational psychology.

[18]  Daniel D. Suthers,et al.  Computer-supported collaborative learning: An historical perspective , 2006 .

[19]  Merryl Hammond,et al.  Self-Directed Learning: Critical Practice , 1991 .

[20]  Donald A. Schön,et al.  Organizational Learning II: Theory, Method, and Practice , 1995 .

[21]  Gerry Stahl,et al.  Studying Virtual Math Teams , 2010 .

[22]  Lucy Suchman,et al.  Supporting Articulation Work , 1995, Computerization and Controversy, 2nd Ed..

[23]  Yasuhiro Yamamoto,et al.  A framework that supports collective creativity in design using visual images , 1999, Creativity & Cognition.

[24]  M. Daudelin.  Learning from experience through reflection , 1996 .

[25]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[26]  Michael Prilla,et al.  Collaboration support by co-ownership of documents , 2006, COOP.

[27]  Andrew M. Webb,et al.  combinFormation: Mixed-initiative composition of image and text surrogates promotes information discovery , 2008, TOIS.

[28]  Martin Dyke,et al.  The role of the ‘Other’ in reflection, knowledge formation and action in a late modernity , 2006 .

[29]  Massimo Marraffa,et al.  Organizational learning II: Theory, method and practice , 1998 .

[30]  Alejandra Martínez-Monés,et al.  From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning , 2005, Int. J. Artif. Intell. Educ..

[31]  D. Boud,et al.  Reflection, turning experience into learning , 1985 .

[32]  M. Eraut,et al.  Informal learning in the workplace , 2004 .

[33]  Roy D. Pea,et al.  The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity , 2004, The Journal of the Learning Sciences.

[34]  Andrew M. Webb,et al.  combinFormation: a mixed-initiative system for representing collections as compositions of image and text surrogates , 2006, Proceedings of the 6th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL '06).

[35]  Martin Wattenberg,et al.  ManyEyes: a Site for Visualization at Internet Scale , 2007, IEEE Transactions on Visualization and Computer Graphics.

[36]  Ulrike Cress,et al.  Using the Social of Tagging: The Interplay of Social Tags and the Strength of Association in Navigation and Learning Processes , 2010 .

[37]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[38]  Jae-Won Moon.  Reflection in Learning and Professional Development: Theory and Practice , 2005 .