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 Trac, and to incorporate individual sessions preceding the collective one. In the individual sessions, after the students had constructed their timeline of the project, we asked them to chronologically browse the timeline on the Trac main page see to see if this would make them remember events that had not been remembered by memory alone. This step would make it possible for us to observe differences between team members in their use of, and benefit from, the historical information; differences that might be attributed to their different roles in the project. Findings from the study showed that the historical data accessed through the tool helped the students remember events or detailed information about events (e.g. their exact time). Whereas all team members remembered something new to add to the purely memory-based timeline, the benefit of using Trac retrospectively was bigger for the two lead programmers than for the other three team members. The event „pre-study coding‟ (e.g. the onset of coding work) was not remembered by anyone prior to use of Trac. The use of Trac led the two lead programmers to remember and acknowledge that coding work took place early in the project. In the collective timeline construction, pre-study coding was brought into the shared timeline and achieved „official status‟ as important in the team. However, as the follow-up interviews from the study demonstrated, there were viewpoints among the three other team members on how the pre-study activity was conducted that were not brought up, probably due to the dominance of the two lead programmers and their version of what pre-study programming was about. This is further elaborated in the evaluation of the research process in 7.3.1. The findings from the study are summarized in three main points about what was important to make the tool-aided reflection successful: the organization of the workshop into individual and collaborative steps of knowledge construction with the use of adequate representations of the project process; the tool features for giving chronological overview of project events; and the tool features for navigating between overview and detail. The latter features permitted access from the chronological overview to there-and-then versions of project artifacts, thus supporting the close linking of process and product that is characteristic of SE work. Based on the findings, P8 outlines a set of guiding questions that can be used to help assess the potential of a collaboration tool to aid reflection on SE work. The questions are intended as a step towards a framework relating various types of collaboration tools to the aspects of dayto-day SE work supported by the tools and the potential for the tools to aid retrospective reflection. P8 also provides an example of how the reflection model from P7 can be instantiated so as to comprise selected elements of a specific work-reflection-learning cycle, in this case focusing on the role of Trac in the case study of P8 (see Figure 15). 50
Results Figure 15: A model outlining how Trac supports project work and retrospective reflection on the project process in the case study of P8. From P8. 51
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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
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: Results (SVN). Trac provides lightw
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
Page 115 and 116: Research paper P1 Title: Cross-Comm
Page 117 and 118: 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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