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The work-reflection-learning cycle in SE student projects: Use of collaboration tools refinement of the reflection model with respect to the role of collaboration tools in integrating different aspects of the work practice. Secondly, the model can be used to frame studies of retrospective reflection across different domains. The studies may be based on use of the timeline and satisfaction curve technique in a way similar to the workshops of the SE student projects described in the thesis, but they may also be based other approaches instantiating the model in different ways (e.g. with individual and/or collaborative reflection efforts, use of various representations to aid reflection, and with the possible use of historical data from one or more collaboration tools used in daily work). The different instantiations of the workreflection-learning cycle should be used to shed light on similarities and differences between domains and between approaches, and thus serve as a basis for refinement of the model. Such a refinement would increase the value of the model as an aid to designing for the work-reflection-learning cycle in the specific case, helping outline options and unveiling the potential for supporting learning by use of reflection activities and data originating in the work process. Thirdly, and related to the previous point, to extend the value of the reflection model, it should be elaborated to focus more strongly on the use of the results of reflection as an aid to the work practice in question - within the project, team and/or organization. In other words, the model should be refined as a tool for outlining core elements of process improvement as well as the connection between project learning and organizational learning. The research needed for this refinement should partially be empirically based, exploring specific cases and trying out solutions (both of which can be informed by the reflection model). The research suggested above, to adapt the use of retrospective reflection workshops to specific SE project courses, can be considered part of this effort. Also, the research should draw on the literature of SE practice and research, organizational learning, knowledge management and project management, to utilize state-of-the-art knowledge of process improvement and organizational learning. In conclusion, this thesis brings forward the understanding of work and learning in SE student teams and how work and learning can be bridged by the use of collaboration tools aiding retrospective reflection. Further research is needed to explore the potential of collaboration tools to support such reflection in project teams. This research should consider the particular characteristics of the work/learning setting (e.g. issues of crosscommunity collaboration), the collaboration tool features and usage (e.g. the concerted use of tools), and the organization of the reflective activity (e.g. the use of techniques to visualize the project process). 80
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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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Page 48 and 49: The work-reflection-learning cycle
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
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: Conclusion and recommendations for
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
Page 119 and 120: the course staff may improve the co
Page 121 and 122: 4: Case findings: students’ view
Page 123 and 124: own account of why each artifact is
Page 125 and 126: Research paper P2 Title: Power Thro
Page 127 and 128: Power Through Brokering: Open Sourc
Page 129 and 130: Due to the openness of OSS communit
Page 131 and 132: 5.1.2 Second phase (February-May):
Page 133 and 134: Getting from the second to the thir
Page 135 and 136: 6.2.1 Benefits for SE student proje
Page 137 and 138: Research paper P3 Title: Do’s and
Page 139 and 140: DO‟S AND DON‟TS OF INSTANT MESS
Page 141 and 142: a chat window is opened. As soon as
Page 143 and 144: three examples in the form of excer
Page 145 and 146: Example 2. Excerpt from an IM log s
Page 147 and 148: 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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