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

The work-reflection-learning cycle in SE student projects: Use of collaboration tools
(Bruner 1990, p.67). The comparison of different representations can be seen as a key
point in reflection. For instance, a project team‟s reflection on their project process may
entail the team members‟ consideration and interpretation of an external representation
of the process created by one team member, or the team‟s collaboratively constructed
timeline of project events considered in light of the „ideal‟ process from the point of
view of a certain methodology for conducting the project work.
Many aspects of work experience worth learning from, and thus worth returning to in a
reflective process, are tacit (Polanyi 1966) and not immediately accessible to thought
and discussion. Hildrum argues that sharing of some tacit knowledge through
codification is possible between participants who have a shared frame of reference
(Hildrum 2009). From the perspective of social learning theory (Bandura 1996) learning
from tacit knowledge can happen through observational learning, which includes
observation and elaboration of symbolic models of the experience. These are examples
of research on learning that can be used to underpin the idea that reflection, by aid of
appropriate external representations (e.g. as seen within DCog), can help participants
learn from aspects of work that are in themselves less explicit. In the thesis, project
team members‟ externalization of knowledge about their project process as an important
part of reflection, is a main concern in P6, P7 and P8.
Finally, reflection as part of a work practice is to a large extent integral to daily work,
taking the form of reflection-in-action. Sometimes reflection requires more distance
from the activity, which can be seen as reflection-on-action. (Schön 1983; Schön 1987).
this thesis, while not diminishing the significance of reflection-in-action, has a focus on
reflection with some distance to the process reflected upon, looking particularly at
facilitated retrospective reflection (P5-P8).
2.3 Trajectory as representation of a process
Strauss (1993) argues that when people make sense of a process (e.g. one of cooperative
work), they think of it as a trajectory. A trajectory is “(1) the course of any experienced
phenomenon as it evolves over time” and “(2) the actions and interactions contributing
to its evolution” (pp.53-54). Trajectories can be individual or shared, and they can be
past ones or projected future ones. The role of trajectories as seen by Strauss bears
resemblance to the role of narratives in meaning making (Bruner 1990).
Strauss‟ trajectory concept is part of his theory of action, a framework for understanding
human acting and social phenomena, influenced by pragmatism (e.g. (Dewey 1978
(1910))) and interactionism (e.g. (Blumer 1986; Mead 1934)). The theory of action was
used by Fitzpatrick in the Locales framework (Fitzpatrick 2003), illustrating the
16