Samenvatting
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.
Originele taal-2 | Engels |
---|---|
Titel | The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 |
Redacteuren | Thrasyvoulos Tsiatsos, Michael E. Auer |
Plaats van productie | Cham |
Uitgeverij | Springer |
Pagina's | 790-800 |
Aantal pagina's | 11 |
Volume | 1 |
ISBN van elektronische versie | 978-3-030-11932-4 |
ISBN van geprinte versie | 978-3-030-11931-7 |
DOI's | |
Status | Gepubliceerd - 1 jan. 2020 |
Evenement | 21st International Conference on Interactive Collaborative Learning, ICL 2018 - Kos Island, Griekenland Duur: 25 sep. 2018 → 28 sep. 2018 |
Publicatie series
Naam | Advances in Intelligent Systems and Computing |
---|---|
Volume | 916 |
ISSN van geprinte versie | 2194-5357 |
ISSN van elektronische versie | 2194-5365 |
Congres
Congres | 21st International Conference on Interactive Collaborative Learning, ICL 2018 |
---|---|
Land/Regio | Griekenland |
Stad | Kos Island |
Periode | 25/09/18 → 28/09/18 |
Financiering
Acknowledgments. We thank all the teachers and the children from the Heerbeeck College in Eindhoven. We thank Rong-Rong and Luc for helping with the transcripts and the data analysis. The first author gratefully acknowledge the grant given by the China Scholarship Council (CSC).