Children’s reflection-in-action during collaborative design-based learning

Zhongya Zhang; Tilde Bekker; Panos Markopoulos; Perry den Brok

doi:10.1007/978-3-030-11932-4_73

Children’s reflection-in-action during collaborative design-based learning

Zhongya Zhang, Tilde Bekker, Panos Markopoulos, Perry den Brok

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

6 Downloads (Pure)

Abstract

Supporting children’s reflection-in-action during Design-based Learning (DBL) processes can help them to make sense of their design activities and optimize their action on the spot. Earlier work has not examined the process in a way to inform the public on detailed design decisions for scaffolding. In addition, the social character of reflection-in-action is underappreciated in previous work. In this paper, we begin with building a conceptual framework. We identify four elements that define reflection-in-action: surprising event, knowing-in-action, improvisation to respond to surprise, effects on ongoing action. We describe a qualitative study that examined how these elements manifested themselves during a collaborative DBL workshop with 9 children. Our study uncovered six types of reflective discourses and shows how these on-the-spot reflections can affect subsequent group behaviors. Based on our results, we discuss the social process of reflection-in-action, the problems revealed and the requirements to design technological reflection scaffolds in a collaborative DBL context.

Original language	English
Title of host publication	The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018
Editors	Thrasyvoulos Tsiatsos, Michael E. Auer
Place of Publication	Cham
Publisher	Springer
Pages	790-800
Number of pages	11
Volume	1
ISBN (Electronic)	978-3-030-11932-4
ISBN (Print)	978-3-030-11931-7
DOIs	https://doi.org/10.1007/978-3-030-11932-4_73
Publication status	Published - 1 Jan 2020
Event	21st International Conference on Interactive Collaborative Learning, ICL 2018 - Kos Island, Greece Duration: 25 Sep 2018 → 28 Sep 2018

Publication series

Name	Advances in Intelligent Systems and Computing
Volume	916
ISSN (Print)	2194-5357
ISSN (Electronic)	2194-5365

Conference

Conference	21st International Conference on Interactive Collaborative Learning, ICL 2018
Country	Greece
City	Kos Island
Period	25/09/18 → 28/09/18

Fingerprint

Keywords

Collaboration
Design-based learning
Reflection scaffolds
Reflection-in-action

Cite this

Zhang, Z., Bekker, T., Markopoulos, P., & Brok, P. D. (2020). Children’s reflection-in-action during collaborative design-based learning. In T. Tsiatsos, & M. E. Auer (Eds.), The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 (Vol. 1, pp. 790-800). (Advances in Intelligent Systems and Computing; Vol. 916). Cham: Springer. https://doi.org/10.1007/978-3-030-11932-4_73

Zhang, Zhongya ; Bekker, Tilde ; Markopoulos, Panos ; Brok, Perry den. / Children’s reflection-in-action during collaborative design-based learning. The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018. editor / Thrasyvoulos Tsiatsos ; Michael E. Auer. Vol. 1 Cham : Springer, 2020. pp. 790-800 (Advances in Intelligent Systems and Computing).

@inproceedings{95748e62baf144d3a32eca7fe8025682,

title = "Children’s reflection-in-action during collaborative design-based learning",

abstract = "Supporting children’s reflection-in-action during Design-based Learning (DBL) processes can help them to make sense of their design activities and optimize their action on the spot. Earlier work has not examined the process in a way to inform the public on detailed design decisions for scaffolding. In addition, the social character of reflection-in-action is underappreciated in previous work. In this paper, we begin with building a conceptual framework. We identify four elements that define reflection-in-action: surprising event, knowing-in-action, improvisation to respond to surprise, effects on ongoing action. We describe a qualitative study that examined how these elements manifested themselves during a collaborative DBL workshop with 9 children. Our study uncovered six types of reflective discourses and shows how these on-the-spot reflections can affect subsequent group behaviors. Based on our results, we discuss the social process of reflection-in-action, the problems revealed and the requirements to design technological reflection scaffolds in a collaborative DBL context.",

keywords = "Collaboration, Design-based learning, Reflection scaffolds, Reflection-in-action",

author = "Zhongya Zhang and Tilde Bekker and Panos Markopoulos and Brok, {Perry den}",

year = "2020",

month = "1",

day = "1",

doi = "10.1007/978-3-030-11932-4_73",

language = "English",

isbn = "978-3-030-11931-7",

volume = "1",

series = "Advances in Intelligent Systems and Computing",

publisher = "Springer",

pages = "790--800",

editor = "Thrasyvoulos Tsiatsos and Auer, {Michael E.}",

booktitle = "The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018",

address = "Germany",

}

Zhang, Z , Bekker, T , Markopoulos, P & Brok, PD 2020, Children’s reflection-in-action during collaborative design-based learning. in T Tsiatsos & ME Auer (eds), The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018. vol. 1, Advances in Intelligent Systems and Computing, vol. 916, Springer, Cham, pp. 790-800, 21st International Conference on Interactive Collaborative Learning, ICL 2018, Kos Island, Greece, 25/09/18. https://doi.org/10.1007/978-3-030-11932-4_73

Children’s reflection-in-action during collaborative design-based learning. / Zhang, Zhongya ; Bekker, Tilde ; Markopoulos, Panos ; Brok, Perry den.

The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018. ed. / Thrasyvoulos Tsiatsos; Michael E. Auer. Vol. 1 Cham : Springer, 2020. p. 790-800 (Advances in Intelligent Systems and Computing; Vol. 916).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

TY - GEN

T1 - Children’s reflection-in-action during collaborative design-based learning

AU - Zhang, Zhongya

AU - Bekker, Tilde

AU - Markopoulos, Panos

AU - Brok, Perry den

PY - 2020/1/1

Y1 - 2020/1/1

N2 - Supporting children’s reflection-in-action during Design-based Learning (DBL) processes can help them to make sense of their design activities and optimize their action on the spot. Earlier work has not examined the process in a way to inform the public on detailed design decisions for scaffolding. In addition, the social character of reflection-in-action is underappreciated in previous work. In this paper, we begin with building a conceptual framework. We identify four elements that define reflection-in-action: surprising event, knowing-in-action, improvisation to respond to surprise, effects on ongoing action. We describe a qualitative study that examined how these elements manifested themselves during a collaborative DBL workshop with 9 children. Our study uncovered six types of reflective discourses and shows how these on-the-spot reflections can affect subsequent group behaviors. Based on our results, we discuss the social process of reflection-in-action, the problems revealed and the requirements to design technological reflection scaffolds in a collaborative DBL context.

AB - Supporting children’s reflection-in-action during Design-based Learning (DBL) processes can help them to make sense of their design activities and optimize their action on the spot. Earlier work has not examined the process in a way to inform the public on detailed design decisions for scaffolding. In addition, the social character of reflection-in-action is underappreciated in previous work. In this paper, we begin with building a conceptual framework. We identify four elements that define reflection-in-action: surprising event, knowing-in-action, improvisation to respond to surprise, effects on ongoing action. We describe a qualitative study that examined how these elements manifested themselves during a collaborative DBL workshop with 9 children. Our study uncovered six types of reflective discourses and shows how these on-the-spot reflections can affect subsequent group behaviors. Based on our results, we discuss the social process of reflection-in-action, the problems revealed and the requirements to design technological reflection scaffolds in a collaborative DBL context.

KW - Collaboration

KW - Design-based learning

KW - Reflection scaffolds

KW - Reflection-in-action

UR - http://www.scopus.com/inward/record.url?scp=85064640040&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-11932-4_73

DO - 10.1007/978-3-030-11932-4_73

M3 - Conference contribution

AN - SCOPUS:85064640040

SN - 978-3-030-11931-7

VL - 1

T3 - Advances in Intelligent Systems and Computing

SP - 790

EP - 800

BT - The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018

A2 - Tsiatsos, Thrasyvoulos

A2 - Auer, Michael E.

PB - Springer

CY - Cham

ER -

Zhang Z , Bekker T , Markopoulos P , Brok PD. Children’s reflection-in-action during collaborative design-based learning. In Tsiatsos T, Auer ME, editors, The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018. Vol. 1. Cham: Springer. 2020. p. 790-800. (Advances in Intelligent Systems and Computing). https://doi.org/10.1007/978-3-030-11932-4_73

Access to Document

10.1007/978-3-030-11932-4_73

Link to publication in Scopus