Rating reflection on experience: A case study of teachers’ and tutors’ reflection around images |
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| Authors: | Rowanne Fleck |
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| Affiliation: | 1. Heudiasyc Laboratory UMR CNRS 7253, University of Technology of Compiègne, Rue du docteur Schweitzer, Compiègne, France;2. Institute of Movement Sciences UMR CNRS 7287, Aix-Marseille University, Avenue de Luminy, Marseille, France;1. Pontificia Universidad Javeriana, Hospital Universitario San Ignacio, Bogota, Colombia;2. Clínica Central del Quindio, Armenia, Colombia;3. International Nosocomial Infection Control Consortium, Buenos Aires, Argentina;4. IPS Universitaria, Medellín, Colombia;5. Hospital San Vicente de Arauca, Arauca, Colombia;1. Department of Gynecology and Obstetrics, Hospital of Limoges, France, 8 Avenue Dominique Larrey, 87042 Limoges Cedex, France;2. Department of Surgery, Oscar Lambret Center, 3 rue Frédérique Combemale, 59020 Lille, France;3. Department of Surgery, Institut Paoli Calmettes Cancer Center, 232, Boulevard Sainte-Marguerite, 13273 Marseille, France;4. Department of Radiation Oncology, Institut Paoli Calmettes Cancer Center, 232, Boulevard Sainte-Marguerite, 13273 Marseille, France;1. Department of Anesthesiology, School of Medicine, University of Colorado, Aurora, CO, United States;2. Departments of Anesthesiology, Neurological Surgery, and Neurology, Northwestern Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, United States |
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| Abstract: | Reflection on personal experience is described as a means to learn from experience, enable self-development and improve professional practice amongst other things. Recently there has been a move in HCI to explore new ways technology may support us in doing this. However, within this community there is little use made of existing literature to evaluate how well such tools support this reflection. In this paper we present a case study of the development of a ‘levels of reflection’ framework for the purposes of evaluating a wearable digital camera (SenseCam) to support teachers’ and tutors’ reflective practice. The framework enabled us to rate and compare reflection achieved by participants in different situations, and to explore the relationship between the ways images were used by participants and the level of reflection this led to, with implications for designing future SenseCam use to better support teachers’ and tutors’ reflection on experience. Beyond our particular case study, we suggest that the framework and associated methodological approach for rating reflection is of value to those within the HCI community interested in designing for reflection on experience. Rating reflection in this way can enable new tools or techniques for supporting reflection to be explored over time, across similar situations or with adaptations, and to build understandings of how reflection is being most effectively supported – ultimately inspiring the design of future technologies by building up an understanding of the most effective ways of supporting reflection on experience. |
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