Reflective learning is a mechanism to turn experience into learning. As a mechanism for self-directed learning, it has been found to be critical for success at work. In the workplace, reflective learning is relevant to everyone - the knowledge workers, teams, and the organisation as a whole. In this paper, we lay out the terminology and a process model of computer-supported reflective learning at work. The model has been developed in parallel to observing reflection in practice, designing information and communication technology for reflective learning at work, and trialling developed technology in multiple field trials. The model emphasises aspects that are in particular relevant in the workplace: In the terminology this is visible by clarification of reflection scopes (who should learn? An individual, a group, or the organisation), learning processes (individual vs. collaborative), and learning by different social entities (an individual, a group or an organisation). In the process representation this is visible by the emphasis on information that is handed over between stages, and the explicit modelling of triggers for follow-up reflection cycles. This paper also discusses the relevance of these theoretical considerations for designing information and communication technology, and the role of data and materials in the reflection process.
|Seiten (von - bis)||151-168|
|Fachzeitschrift||International Journal of Technology Enhanced Learning|
|Publikationsstatus||Veröffentlicht - 2017|