The work-reflection-learning cycle - Department of Computer and ...

426 B.R. Krogstie
4.2 The Temporal Distribution of Cognition in Retrospective Reflection
Retrospective reflection in project based learning is part of a trajectory of project
based learning spanning the entire project, but also constitutes a separate sub-activity
within the overall project. The distributed cognition of retrospective reflection can
thus be seen as situated in two different contexts with different objectives for the
ongoing activity: There-and-then project work focused on completing project tasks,
and here-and-now retrospective reflection focused on making sense of there-and-then
work in the light of knowledge of the entire process.
Events of there-and-then work may be interpreted as belonging to different subtrajectories,
and can be seen as the core of what is reflected upon. We illustrate this by
going into some detail about the findings reported in [11] and illustrated in Fig.2. In the
retrospective reflection workshop of the team in question, there was a project event not
remembered by any team member in the individual reconstruction of the project trajectory
based on memory alone, i.e. not included in any individual timeline. The event
marked the onset of an activity in the project, more specifically coding work done to get
familiar with technology to be used later in the real development. As such, the event
could be seen both as a turning point in the trajectory of the entire development activity
and as the starting point of a sub-trajectory: that of the early-investigation of technology.
The team members’ individual examination of historical data in the issue tracking
tool made two of them recall the event as important to the project (Fig.2) and include
it in their timelines. Later, as the team created a shared project timeline, the event was
included and brought up into the discussion of how things might have been done
differently in the project. The event was discussed in the light of the specific activity
for which it marked the starting point and in the light of the entire development project.
The trajectory of the project as represented in the shared timeline was compared
to a process described in SD literature as ideal for a certain type of development
work. These findings illustrate that comparing trajectories is at the core of the
retrospective reflection process.
Considering retrospective reflection as part of a trajectory of project based learning
we see a possible effect on tool usage if it is known to the team that historical data
will later on be systematically examined. The dual role of the tool may lead project
members to adjust their day-to-day tool usage, e.g. by providing more frequent or
elaborate comments associated with ongoing tasks, which may affect project work in
a positive way. However, changes may have adverse effects, e.g. if participants cease
to communicate issues in a tool because the logged data may give an unfavourable
impression in retrospect. Adjusting tool use to meet the needs of both retrospective
reflection and day-to-day work may be seen as part of project based learning itself.
We conclude from this section that the ‘return to experience’ of retrospective reflection
involves examination and comparison of sub-trajectories of project work and
that retrospective use of tools may affect project work through participants’ awareness
of the dual role of the tools.
4.3 Transformations of Representations and the Use of Cognitive Tools
Looking at the timeline technique as used in [10], and illustrated in Fig.1 we see many
examples of use of representations as cognitive tools. The internal, individual
representations of the project process were transformed into externalized individual
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