Editors Daniel Wessel, Kristin Knipfer, KMRC

Link to the work package WP1 Reflection model and user studies

Delivered M15 (October 2011)

Link to the deliverable (pdf) D1.2 Report on User Studies

Executive summary

During the first year of the project, comprehensive user studies in five testbeds have been carried out involving the target group of the MIRROR Apps. When writing this deliverable, we paid specific attention to the identification of best practices and current needs regarding reflective learning occurring in the five testbeds. This allowed us to improve our understanding of current practices of reflective learning. The present deliverable summarizes and integrates the results from the user and design studies conducted during the first year of MIRROR.

The main research questions driving the integration of the results were the following:

Does reflective learning currently take place within the testbeds?
Is there currently any support for reflective learning?
What are current needs and expectations with regard to reflective learning?
Which constraints have to be considered when supporting reflective learning?

The user and design studies provided a detailed view on reflective learning at the testbeds, showing not only that it occurs but also giving insight into the occasions and triggers, the content and processes, and the outcomes of reflection. In general, reflection is considered to be essential to enhance workplace and organisational learning by both staff and management.

While reflective learning is (more or less) part of daily work in the testbeds, it is not supported systematically. Opportunities to support reflective learning lie in capturing data, provide this data as a basis for reflection, scaffolding reflective learning processes, sharing reflection outcomes, and institutionalising learning outcomes. The design studies have already tapped into the potential of technology to support reflection at the workplace.

During the user and design studies, we also have identified factors that will influence the success of any technology support such as personal factors (abilities and skills, readiness for technology, and attitudes towards reflection), organisational factors (data privacy and trust, organisational culture) as well as infrastructure, data-related factors, and means of introduction and measurement. These factors should be considered when implementing any support for reflective learning.

In general, the user studies provided comprehensive knowledge about reflective learning AS IS at the testbeds, the untapped potential to facilitate reflective learning, the needs and expectations with regard to reflection support, and the constraints that have to be taken into account when implementing reflection support.