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 Figure 12: Snapshot of the whiteboard after the reflection workshop of one project team, showing the shared project timeline with the individual satisfaction curves. The numbers along Max’s curve indicate where he explained this experience to the rest of the team. From P6. 5.7 P7: A model of retrospective reflection in project based learning utilizing historical data in collaborative tools Author: Krogstie, Birgit Published in: Proceedings of EC-TEL 2009 In project based learning, learning from experience is vital and necessitates reflection. Retrospective reflection is a conscious, collaborative effort to systematically re-examine a process in order to learn from it. In software development student projects it has been empirically shown that project teams’ retrospective reflection can help the teams collaboratively construct new knowledge about their process and that historical data in collaborative tools used in daily project work can aid the teams’ recall and reflection on the different aspects of project work. In this paper, we draw on these results as well as other findings on the use of collaborative tools in a similar setting. We use the framework of distributed cognition to develop a model of retrospective reflection in which collaborative tools used as cognitive tools for daily project work are utilized as cognitive tools in retrospective reflection, aiding the creation of individual and shared representations of the project process. P7 sheds light on the potential to use historical data in various types of collaboration tools in retrospective reflection. A reason to utilize different tools is that they are applied for various purposes in day-to-day project work and, as a consequence, contain historical data on different aspects of the project process. The relevance of historical information in project wikis and issue trackers was demonstrated in P5 and P8. Email 46
Results archives are found to contain data that may shed light on the team‟s collaboration with project stakeholders, which often entails challenges. The contents of email archives are generally considered as formal documentation of the project, and it is reasonably easy to search and retrieve contents related to some topic or stakeholder relationship. Some tools are less adequate for use in retrospective reflection, partially due to lack of features for systematic and efficient retrieval of the data and partially because they are considered informal. For instance, the case studies of the thesis show that the instant messaging logs of members of a project team may contain information with a potential to shed light on important issues in the project (P3, P7). However, instant messaging in the context of project work is considered a substitute for informal face-to-face interaction and frequently interwoven with communication related to other activity (school and private). The resulting IM logs are not intended or expected to be reexamined by people other than their owners. Figure 13: Retrospective reflection as distributed cognition. From P7. On this background, P7 presents a model of retrospective reflection, taking into account that different collaboration tools may contain historical data potentially shedding light on different aspects, or sub-trajectories, of the project process. The model is based on 47
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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 ...........
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: Results Analysis of the results sho
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
Page 85 and 86: Evaluation 7.3 Evaluation of the re
Page 87 and 88: Evaluation In the longitudinal stud
Page 89 and 90: Evaluation According to the princip
Page 91 and 92: Evaluation However, only some of th
Page 93 and 94: Evaluation to design is problematic
Page 95 and 96: 8 Conclusion and further work This
Page 97 and 98: Conclusion and recommendations for
Page 99 and 100: 9 References Abran, A., Moore, J. W
Page 101 and 102: References Cobb, P. (1994). "Where
Page 103 and 104: References Herbsleb, J. D., Mockus,
Page 105 and 106: References Leont'ev, A. N. (1981).
Page 107 and 108: References Stahl, G. (2002). "Build
Page 109 and 110: Glossary B Boundary object - artifa
Page 111 and 112: Glossary maintaining the system aft
Page 113 and 114: 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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