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A Model of Retrospective Reflection in Project Based Learning 431 The analysis presented in this work would have benefited from empirical data on the use of more types of lightweight collaborative tools in retrospective reflection in SD student projects or similar settings of project based learning. Further research should examine the use of different collaborative tools within the framework of the model. Results of this research can be used to validate the model. References 1. Blumenfeld, P.C., et al.: Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist 26(3 & 4), 369–398 (1991) 2. Boud, D., Keogh, R., Walker, D.: Reflection: Turning Experience into Learning. Routledge Falmer (1985) 3. Dewey, J.: Democracy and education - an introduction to the philosophy of education. The Free Press, New York (1997) (1916) 4. Schön, D.: Educating the Reflective Practitioner. Jossey-Bass, San Fransisco (1987) 5. Lin, X., et al.: Designing Technology to Support Reflection. Educational Technology, Research and Development 47(3), 43–62 (1999) 6. Edwards, J.S., Shaw, D., Collier, P.M.: Knowledge management systems: finding a way with technology. Journal of Knowledge Management 9(1), 113–125 (2005) 7. Garrett, R.K., Danziger, J.N.: IM=Interruption Management? Instant Messaging and Disruption in the Workplace. Jnl. of Computer-Mediated Communication 13(1) (2008) 8. Grinter, R.E., Palen, L.: Instant Messaging in Teen Life. In: CSCW 2002, New Orelans, Louisiana, USA. ACM, New York (2002) 9. Krogstie, B.R.: Using Project Wiki History to Reflect on the Project Process. In: 42nd Hawaii International Conference on System Sciences, Big Island, Hawaii. IEEE, Los Alamitos (2009) 10. Krogstie, B.R., Divitini, M.: Shared timeline and individual experience: Supporting retrospective reflection in student software engineering teams. In: CSEE&T 2009, Hyderabad (2009) 11. Krogstie, B.R., Divitini, M.: Collaboration tools as a resource for retrospective reflection (submitted, 2010) 12. Klein, H.K., Myers, M.M.: A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems. MIS Quarterly 23(1), 67–94 (1999) 13. Derby, E., Larsen, D., Schwaber, K.: Agile Retrospectives. Making Good Teams Great. Pragmatic Bookshelf (2006) 14. Kasi, V., et al.: The post mortem paradox: a Delphi study of IT specialist perceptions. European Journal of Information Systems 17, 62–78 (2008) 15. Krogstie, B.R.: The wiki as an integrative tool in project work. In: COOP 2008, Carry-le- Rouet, Provence, France. Institut d’Etudes Politiques d’Aix-en-Provence (2008) 16. Krogstie, B.: Power through brokering. OSS participation in SE projects. In: ICSE 2008, Leipzig. IEEE Computer Society, Los Alamitos (2008) 17. Krogstie, B., Bygstad, B.: Cross-Community Collaboration and Learning in Customer- Driven Software Engineering Student Projects. In: CSEE&T 2007, Dublin. IEEE, Los Alamitos (2007) 18. Halverson, C.: Activity Theory and Distributed Cognition: Or What Does CSCW Need to DO with Theories? Computer Supported Cooperative Work 11, 243–267 (2002) 19. Nardi, B.A.: Studying context: a comparison of activity theory, situated action models, and distributed cognition. In: St. Petersburg International Workshop on Human-Computer Interaction, St. Petersburg, USSR, Int.Centre Sci. & Tech. Inf, Moscow, Russia (1992) 186
432 B.R. Krogstie 20. Hutchins, E.: Cognition in the Wild. MIT Press, Cambridge (1995) 21. Salomon, G.: Distributed Cognitions. Cambridge University Press, New York (1993) 22. Karasavvidis, I.: Distributed Cognition and Educational Practice. Journal of Interactive Learning Research 13(1/2), 11–29 (2002) 23. Kim, B., Reeves, T.C.: Reframing research on learning with technology: in search of the meaning of cognitive tools. Instructional Science, 35 p., 207–256 (2007) 24. Salomon, G.: No distribution without individuals’ cognition, in Distributed Cognitions. In: Salomon, G. (ed.) Psychological and educational considerations. Cambridge Univ. Press, Cambridge (1993) 25. Ackerman, M.S., Halverson, C.: Organizational Memory as Objects, Process, and Trajectories: An Examination of Organizational Memory in Use. Computer Supported Cooperative Work 13(2), 155–189 (2004) 26. Sharp, H., Robinson, H.: A Distributed Cognition Account of Mature XP Teams. In: Abrahamsson, P., Marchesi, M., Succi, G. (eds.) XP 2006. LNCS, vol. 4044, pp. 1–10. Springer, Heidelberg (2006) 27. Kirschner, P.A., Erkens, G.: Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research 35(2), 199–209 (2006) 28. Dewey, J.: How we think. A restatement of the relation of reflective thinking to the educative process (Revised edn.). D. C. Heath, Boston (1933) 29. Kim, D., Lee, S.: Designing Collaborative Reflection Support Tools in e-project Based Learning Environment. Journal of Interactive Learning Research 13(4), 375–392 (2002) 30. Kolb, D.A., Fry, R.: Towards an applied theory of experiental learning. In: Cooper, C.L. (ed.) Theories of Group Processes, pp. 33–58. John Wiley, London (1975) 31. Boud, D., Keogh, R., Walker, D.: Promoting Reflection in Learning: a Model. In: Boud, D., Keogh, R., Walker, D. (eds.) Reflection: Turning Experience into Learning, pp. 18–40. Routledge Falmer (1985) 32. Strauss, A.: Continual permutations of action. Aldine de Gruyter, New York (1993) 33. Stahl, G.: Building collaborative knowing. In: Strijbos, J.-W., Kirschner, P.A., Martens, R.L. (eds.) What We Know About CSCL And Implementing It In Higher Education, pp. 53–85. Kluwer Academic Publishers, Boston (2002) 34. Wegner, D.M.: Transactive memory: A contemporary analysis of group mind. In: Mullen, M.B., Goethals, G.R. (eds.) Theories of group behaviour, pp. 185–208. Springer, New York (1987) 35. Hollingshead, A.B.: Retrieval processes in transactive memory systems. Journal of Personality and Social Psychology 74, 659–671 (1998) 36. Wegner, D.M., Guiliano, T., Hertel, P.T.: Cognitive interdependence in close relationships. In: Ickes, W. (ed.) Compatible and incompatible relationships. Springer, Heidelberg (1985) 37. Hollingshead, A.B.: Communication, learning, and retrieval in transactive memory systems. Journal of Experimental Social Psychology 34, 423–442 (1998) 38. Gabbert, F., Memon, A., Allan, K.: Memory conforminty: Can eyewitnesses influence each other’s memories for an event? Applied Cognitive Psychology 17, 533–543 (2003) 39. Roediger, H.L., Meade, M.L., Bergman, E.T.: Social contagion of memory. Psychonomic Bulletin & Review 8, 365–371 (2001) 40. Alea, N., Bluck, S.: Why are you telling me that? A conceptual model of the social function of autobiographical memory. Memory 11, 165–178 (2003) 41. Barnier, A.J., et al.: A conceptual and empirical framework for the social distribution of cognition: The case of memory. Cognitive Systems Research 9, 33–51 (2007) 187
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Birgit Rognebakke Krogstie The work
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Figure 1: Most used terms in the th
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Abstract In project based learning,
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Preface This thesis is submitted to
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Acknowledgements I would like to th
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Contents 1 Introduction ...........
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Research paper P4 135 Research pape
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Figure 17: Support for learning in
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Abbreviations CSCL CSCW IS NITH NTN
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The work-reflection-learning cycle
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3 Software Engineering student proj
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Software Engineering student projec
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5 Results This chapter presents an
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Results The background of P2 is a l
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Results project management and coll
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Results proposed in P5 was to allow
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Results Analysis of the results sho
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Results archives are found to conta
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Results (SVN). Trac provides lightw
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Results Figure 15: A model outlinin
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7 Evaluation In this chapter, I eva
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Evaluation adds to the CSCW literat
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Evaluation 7.3 Evaluation of the re
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Evaluation In the longitudinal stud
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Evaluation According to the princip
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Evaluation However, only some of th
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Evaluation to design is problematic
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8 Conclusion and further work This
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Conclusion and recommendations for
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9 References Abran, A., Moore, J. W
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References Cobb, P. (1994). "Where
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References Herbsleb, J. D., Mockus,
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References Leont'ev, A. N. (1981).
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References Stahl, G. (2002). "Build
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Glossary B Boundary object - artifa
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Glossary maintaining the system aft
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Appendix A: Research papers P1 P2 P
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Research paper P1 Title: Cross-Comm
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Cross-Community Collaboration and L
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the course staff may improve the co
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4: Case findings: students’ view
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own account of why each artifact is
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Research paper P2 Title: Power Thro
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Power Through Brokering: Open Sourc
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Due to the openness of OSS communit
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5.1.2 Second phase (February-May):
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Getting from the second to the thir
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6.2.1 Benefits for SE student proje
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Research paper P3 Title: Do’s and
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DO‟S AND DON‟TS OF INSTANT MESS
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a chat window is opened. As soon as
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three examples in the form of excer
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Example 2. Excerpt from an IM log s
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Example 3. Excerpt from an IM log s
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immediate feedback in the heated di
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Acknowledgements Thanks to Monica D
Page 153 and 154: Research paper P4 Title: The wiki a
Page 155 and 156: The wiki as an integrative tool in
Page 157 and 158: type of use can be seen as an examp
Page 159 and 160: ecome integration, and we identifie
Page 161 and 162: project. Typically, a clean-up was
Page 163 and 164: 5.1 The wiki as a knowledge reposit
Page 165 and 166: 6. Conclusion We have shown how pro
Page 167 and 168: Research paper P5 Title: Using Proj
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Page 179 and 180: Research paper P6 Title: Shared tim
Page 181 and 182: Shared timeline and individual expe
Page 183 and 184: presentation. In 2008, there were 1
Page 185 and 186: congruent’ to sets that seem to o
Page 187 and 188: team members and the co-constructiv
Page 189 and 190: Research paper P7 Title: A Model of
Page 191 and 192: A Model of Retrospective Reflection
Page 193 and 194: 420 B.R. Krogstie Fig. 1. Shared ti
Page 195 and 196: 422 B.R. Krogstie information about
Page 197 and 198: 424 B.R. Krogstie and to express ho
Page 199 and 200: 426 B.R. Krogstie 4.2 The Temporal
Page 201 and 202: 428 B.R. Krogstie in combining them
Page 203: 430 B.R. Krogstie Fig. 3. A model o
Page 207 and 208: Research paper P8 Title: Supporting
Page 209 and 210: Supporting Reflection in Software D
Page 211 and 212: 2 Background In this section we bri
Page 213 and 214: There are 3-5 students in the teams
Page 215 and 216: 4 Research Method The research repo
Page 217 and 218: 5 Findings In this section we draw
Page 219 and 220: As a consequence, ‘startup coding
Page 221 and 222: The type of data involved included
Page 223 and 224: potentially negative effects is if
Page 225 and 226: unfolded may shed light on the proc
Page 227 and 228: 5. Lyytinen, K. and D. Robey, Learn
Page 229 and 230: Appendix B: Other research publicat
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