The work-reflection-learning cycle - Department of Computer and ...
The work-reflection-learning cycle - Department of Computer and ... The work-reflection-learning cycle - Department of Computer and ...
The work-reflection-learning cycle in SE student projects: Use of collaboration tools List of Figures Figure 1: Most used terms in the thesis (the research papers excluded); diagram generated in Wordle (http://www.wordle.net) ......................................................... iii Figure 2: The problem domain of the PhD thesis ............................................................. 3 Figure 3: Research papers and the main topics of the research contributions .................. 7 Figure 4: The model of experiential learning (Kolb et al. 1971) .................................... 14 Figure 5: A model of the reflective process. From (Boud et al. 1985a) ......................... 15 Figure 6: Timeline indicating when the data collection for the empirical studies took place ........................................................................................................................ 30 Figure 7: Team A having a meeting at the customer's site. The customer (second from the right) has ordered pizza. ................................................................................... 33 Figure 8: The whiteboard after a reflection workshop with a student team. (The photo has been manipulated to make the experience curves more visible in print). ........ 34 Figure 9: Field notes. ...................................................................................................... 35 Figure 10: Screen shot from a project wiki main page as the project approached final deadline. Note the strikethroughs of completed tasks in the to-do-list. ................ 41 Figure 11: Wiki Walkthrough Tool: adding a tag to the current version of a page........ 43 Figure 12: Snapshot of the whiteboard after the reflection workshop of one project team, showing the shared project timeline with the individual satisfaction curves. The numbers along Max’s curve indicate where he explained this experience to the rest of the team. From P6. ...................................................................................... 46 Figure 13: Retrospective reflection as distributed cognition. From P7. ......................... 47 Figure 14: Examination of historical data in Trac. From P8. ........................................ 49 Figure 15: A model outlining how Trac supports project work and retrospective reflection on the project process in the case study of P8. From P8. ....................... 51 Figure 16: Diagrams showing the researchers' interpretation of how Team F changed their story of their project in their reflection workshop.......................................... 71 xiv
Figure 17: Support for learning in Software Engineering student projects as approached in this thesis ............................................................................................................ 77 xv
- Page 1 and 2: Birgit Rognebakke Krogstie The work
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- Page 5 and 6: Abstract In project based learning,
- Page 7 and 8: Preface This thesis is submitted to
- Page 9 and 10: Acknowledgements I would like to th
- Page 11 and 12: Contents 1 Introduction ...........
- Page 13: Research paper P4 135 Research pape
- Page 17: Abbreviations CSCL CSCW IS NITH NTN
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- Page 37 and 38: 3 Software Engineering student proj
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- Page 55 and 56: 5 Results This chapter presents an
- Page 57 and 58: Results The background of P2 is a l
- Page 59 and 60: Results project management and coll
- Page 61 and 62: Results proposed in P5 was to allow
- Page 63 and 64: Results Analysis of the results sho
Figure 17: Support for <strong>learning</strong> in S<strong>of</strong>tware Engineering student projects as approached<br />
in this thesis ............................................................................................................ 77<br />
xv
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