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

428 B.R. Krogstie
in combining them [11], using the historical data as a means for transforming the
timeline and the timeline as a means for making sense of the historical data.
By (re-)using a computerized tool that has been used in one context, e.g. that of
(some aspect of) day-to-day project work, and employing it as a cognitive tool for
retrospective reflection, some of the expertise inherent in the learner’s there-and-then
usage of the tool may be applicable to the tool use in retrospective reflection. This can
be understood as utilizing the expertise of the joint learning system [23] of day-to-day
work in the transition to retrospective reflection on that work.
There are limits to the insight that can be gained by the use of one type of representation
of a project, e.g. a timeline. This is the case even if the representation is made
more sophisticated (for instance by including representation of sub-trajectories like
the individual experience curves). Not all aspects of project work fit within a temporal/linear
perspective, even if it is possible to revisit most issues along a timeline.
There may be aspects of project work that are better expressed in other ways, e.g.
with textual descriptions, diagrams or even role play. For instance, a representation
outlining the structure of an artefact, showing who contributed to what part, may be
useful to aid reflection on the work process. Some representations providing synthesized
information about the project are likely to be available in the historical data of
collaborative tools; project plans are an example. The timeline should be seen not
only as a valuable project representation in itself, but also as a good starting point for
identifying and creating other representations by helping participants get an overview
and create a context for exploration of particular issues.
In the studies outlined in Section 2, retrospective reflection was conducted when
the projects were more or less finished. Taken from the learning objectives of the
course, the students were meant to be able to use their experience from the project in
other projects, but implicitly this was taken to happen through individual learning.
Revisiting the model of the reflective process [31], its outcomes comprise new perspectives
on experiences, change in behaviour, readiness for application, and commitment
to action. We would expect a successful process of retrospective reflection to
result in all of these being somehow incorporated in participants’ internal representations
of the project experience, and some of it to be expressed in the external representations
resulting from reflection. However, the actual learning from experience is
best seen in further project work, and retrospective reflection should be an elements
of a learning cycle [30]. If process improvement is part of the purpose of retrospective
reflection, lessons learned should be captured in representations that are applicable in
later project work. How to make lessons learned applicable in practice is a challenging
issue at the core of organizational learning and knowledge management.
Our conclusion from this section is that many types of transformations of representations
may be involved in, and add value to, retrospective reflection. The transformations
we have discussed were achieved by the use of tools primarily supporting
day-to-day work as well as tools introduced for retrospective reflection.
5 Retrospective Reflection in Project Based Learning: A Model
Based on the previous analysis, we outline a model of retrospective reflection in
project based learning and briefly illustrate with examples from Section 2.
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