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.
| 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 | Michael E. Auer, Thrasyvoulos Tsiatsos |
| 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 | |
| State | 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 |
Conference
| Conference | 21st International Conference on Interactive Collaborative Learning, ICL 2018 |
|---|---|
| Country | Greece |
| City | Kos Island |
| Period | 25/09/18 → 28/09/18 |
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Keywords
- Collaboration
- Design-based learning
- Reflection scaffolds
- Reflection-in-action
Cite this
}
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. / Michael E. Auer; Thrasyvoulos Tsiatsos. 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
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
PB - Springer
CY - Cham
ER -