09:00 - 09:15: Welcome

09:15 - 10:45: Presentations

• Rachel Or-Bach and Bert Bredeweg:

  From Individual to Collaborative Reflection – The Contributions of the Task and the Learning Environment

  Abstract. This paper presents initial results from a case study of collaborative reflection. The reflection is anchored in a specially designed task related to several earlier students' assignments that dealt with the construction of scientific qualitative models using DynaLearn. Video analysis was used to explore the contributions of the task and the diagrammatic artifacts of the learning environment to the collaborative reflection. Evidence from additional data sources, further analysis and implications are discussed.

• Martin Degeling and Michael Prilla:

  Modes of collaborative reflection

  Abstract. In this paper, we describe different modes of collaborative reflection as processes of learning at the workplace. We explain why reflection is a decisive means of learning and – based on the modes we describe – how groups of people can be supported in reflection together. For this, we describe how scheduled, concurrent and spontaneous collaborative reflection can be supported by articulation, guidance and synergizing.

• Birgit Krogstie and Ilaria Canova Calori:

  Shared context for collaborative reflection on individual project experience: Within-team vs. cross-team reflection

  Abstract. In a set of software engineering student projects, the members shared their individual experiences in collaborative reflection workshops. In each workshop the participants came from different projects. Individual and collaborative reflection was supported by individual drawing of project timelines and curves illustrating the emotional side of project work, identification of lessons learned, and sharing and discussion with the other workshop participants, all facilitated by a moderator. Findings from the study show that participants considered the workshop highly useful. In further analysis of data from the study we would like to compare this workshop organization to previous workshops successfully using similar techniques to facilitate reflection within project teams. This position paper discusses how to best approach the comparison of the two types of reflection settings, addressing in particular how the context for reflection can be seen as shared in different respects in the two settings, with potential pros and cons for the collaborative reflection and the individual learning outcome.

10:45-11:15 Coffee break

11:15- 12:15: Presentations

• Victoria Macarthur, Adam Moore, Catherine Mulwa and Owen Conlan:

  Towards a Cognitive Model to Support Self-Reflection. Emulating Traits and Tasks in Higher-Order Schemata

  Abstract. Metacognitive modeling has begun to play an increasingly important role in adaptive eLearning to support learning and self-regulating processes. It is essential that students learn to regulate their learning through self-reflection by acquiring monitoring and pro-active strategies. The ETTHOS model currently estimates the metacognitive state of the learner by modeling both metacognitive awareness and a cognitive activity model. This model represents the traits and tasks that are complimentary to learning, in a way that allows for logical separation between the modeling process and the learning environment. The model, its application, and its implications for individual and collaborative reflection are presented here.

• Adam Moore and Antonio Ascolese:

  Explicit Tools for Affective Indicators

  Abstract. The emotional state of a learner is deeply intertwined with their performance and motivation, but relatively few learning tools provide any systemic way of measuring or reflecting this. We here present two tools that directly measure affect and can be used to inform adaptive / personalised strategies for learning systems.

12:15 -13:00 Discussion

13:00 - 14:15 Lunch

14:15 - 17:45 Interactive afternoon session

Details to come