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
T2 - 21st International Conference on Interactive Collaborative Learning, ICL 2018
Y2 - 25 September 2018 through 28 September 2018
ER -