Children’s Reflection-in-action during Collaborative Design-Based Learning

Z. Zhang; T. Bekker; P. Markopoulos; Perry den Brok

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

Children’s Reflection-in-action during Collaborative Design-Based Learning

Z. Zhang, T. Bekker, P. Markopoulos, Perry den Brok

Education and Learning Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Academic

6 Citations (Scopus)

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 - Volume 1
Editors	Michael E. Auer, Thrasyvoulos Tsiatsos
Publisher	Springer
Pages	790-800
ISBN (Print)	9783030119317
DOIs	https://doi.org/10.1007/978-3-030-11932-4_73
Publication status	Published - 16 Mar 2019
Event	ICL (International Conference on Collaborative Learning) Conference - Kos Duration: 25 Sept 2018 → 28 Sept 2018

Publication series

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

Conference

Conference	ICL (International Conference on Collaborative Learning) Conference
City	Kos
Period	25/09/18 → 28/09/18

Keywords

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

Access to Document

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

Cite this

Zhang, Z., Bekker, T., Markopoulos, P., & den Brok, P. (2019). Children’s Reflection-in-action during Collaborative Design-Based Learning. In M. E. Auer, & T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 1 (pp. 790-800). (Advances in Intelligent Systems and Computing; Vol. 916). Springer. https://doi.org/10.1007/978-3-030-11932-4_73

Zhang, Z. ; Bekker, T. ; Markopoulos, P. et al. / 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 - Volume 1. editor / Michael E. Auer ; Thrasyvoulos Tsiatsos. Springer, 2019. pp. 790-800 (Advances in Intelligent Systems and Computing).

@inproceedings{570fc6bc8a2b49218077b2661074beb7,

title = "Children{\textquoteright}s Reflection-in-action during Collaborative Design-Based Learning",

abstract = "Supporting children{\textquoteright}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 = "Z. Zhang and T. Bekker and P. Markopoulos and {den Brok}, Perry",

year = "2019",

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

language = "English",

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series = "Advances in Intelligent Systems and Computing",

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booktitle = "The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 1",

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note = "ICL (International Conference on Collaborative Learning) Conference ; Conference date: 25-09-2018 Through 28-09-2018",

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Zhang, Z, Bekker, T, Markopoulos, P & den Brok, P 2019, Children’s Reflection-in-action during Collaborative Design-Based Learning. in ME Auer & T Tsiatsos (eds), The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 1. Advances in Intelligent Systems and Computing, vol. 916, Springer, pp. 790-800, ICL (International Conference on Collaborative Learning) Conference, Kos, 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, Z.; Bekker, T.; Markopoulos, P. et al.
The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 1. ed. / Michael E. Auer; Thrasyvoulos Tsiatsos. Springer, 2019. p. 790-800 (Advances in Intelligent Systems and Computing; Vol. 916).

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Academic

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AU - Markopoulos, P.

AU - den Brok, Perry

PY - 2019/3/16

Y1 - 2019/3/16

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.

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Y2 - 25 September 2018 through 28 September 2018

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Zhang Z, Bekker T, Markopoulos P, den Brok P. Children’s Reflection-in-action during Collaborative Design-Based Learning. In Auer ME, Tsiatsos T, editors, The Challenges of the Digital Transformation in Education - Proceedings of the 21st International Conference on Interactive Collaborative Learning ICL2018 - Volume 1. Springer. 2019. p. 790-800. (Advances in Intelligent Systems and Computing). doi: 10.1007/978-3-030-11932-4_73

Children’s Reflection-in-action during Collaborative Design-Based Learning

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