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

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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
Work, learning and reflection: theoretical background usefulness of, for example, the trajectory concept in the context of understanding cooperative work and support for that work. The basic assumptions about social interaction underlying Strauss‟ theory of action are compatible with the theoretical underpinnings of the work in this thesis. The trajectory concept has been applied in the research papers P5-P8 as a core concept shedding light on how team members conceptualize a project process and what may be adequate external representations of a project process when people (e.g. project team members) are to reconstruct, discuss and reflect on their process. 17
Page 1 and 2: Birgit Rognebakke Krogstie The work
Page 3 and 4: Figure 1: Most used terms in the th
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 and 14: Research paper P4 135 Research pape
Page 15 and 16: Figure 17: Support for learning in
Page 17: Abbreviations CSCL CSCW IS NITH NTN
Page 20 and 21: The work-reflection-learning cycle
Page 37 and 38: 3 Software Engineering student proj
Page 39 and 40: Software Engineering student projec
Page 45: Software Engineering student projec
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
Page 65 and 66: Results archives are found to conta
Page 67 and 68: Results (SVN). Trac provides lightw
Page 69: Results Figure 15: A model outlinin
Page 81 and 82: 7 Evaluation In this chapter, I eva
Page 83 and 84: 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
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Research paper P4 Title: The wiki a
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The wiki as an integrative tool in
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type of use can be seen as an examp
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ecome integration, and we identifie
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project. Typically, a clean-up was
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5.1 The wiki as a knowledge reposit
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6. Conclusion We have shown how pro
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Research paper P5 Title: Using Proj
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Proceedings of the 42nd Hawaii Inte
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Research paper P6 Title: Shared tim
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Shared timeline and individual expe
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presentation. In 2008, there were 1
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congruent’ to sets that seem to o
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team members and the co-constructiv
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Research paper P7 Title: A Model of
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A Model of Retrospective Reflection
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420 B.R. Krogstie Fig. 1. Shared ti
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422 B.R. Krogstie information about
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424 B.R. Krogstie and to express ho
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426 B.R. Krogstie 4.2 The Temporal
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428 B.R. Krogstie in combining them
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430 B.R. Krogstie Fig. 3. A model o
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432 B.R. Krogstie 20. Hutchins, E.:
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Research paper P8 Title: Supporting
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Supporting Reflection in Software D
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2 Background In this section we bri
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There are 3-5 students in the teams
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4 Research Method The research repo
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5 Findings In this section we draw
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As a consequence, ‘startup coding
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The type of data involved included
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potentially negative effects is if
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unfolded may shed light on the proc
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5. Lyytinen, K. and D. Robey, Learn
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Appendix B: Other research publicat
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