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

Tool support for reflection in
the workplace in the context
of reflective learning cycles
Birgit R. Krogstie, NTNU
Michael 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


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

Story/scenario of reflective
1) Outline the story of
learning (text, storyboard or
reflective learning
other representation)

2) Identify the learning Diagram(s) instantiating the
cycles connecting work learning cycle view of the
and reflection CSRL Model

3) For each reflective
Diagram(s) instantiating the
learning cycle, identify
process steps view of the CSRL
relevant reflection
model, with tool categories
steps and tool use


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


1) Outline the story of
reflective learning


2) Identify the learning
cycles connecting work
and reflection


3) For each reflective Inner learning cycle: Detailed steps
relevant reflection
steps and tool use


3) For each reflective Inner learning cycle: tool use
relevant reflection
steps and tool use


3) For each reflective Inner learning cycle: examples of
relevant reflection tool use
steps and tool use


3) For each reflective
learning cycle, identify Outer learning cycle
relevant reflection
steps and tool use


3) For each reflective Outer learning cycle: detailed steps
relevant reflection and tool use
steps and tool use


3) For each reflective Outer learning cycle: examples of
relevant reflection tool use
steps and 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)


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

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Editor's Notes