This study examined the use of weblogs as a means to promote student teachers’ reflective practice. The assumption that weblogs are suitable tools for supporting and stimulating reflection on action in teacher training and consequently for enhancing the students’ ability to reflect, was explored. Three groups of student teachers used weblogs during an eight-week internship for reflection on tea...

In this paper, we present Schön’s approach to design, as we have described it in The Cognitive Artifacts of Designing (2006). Schön is (if one excepts the design theorist Rittel) the first author after Simon to introduce a new approach to cognitive design theory. Schön formulated his view on design in terms of “reflective activity” and related notions, especially “reflective practice”, “reflect...

This paper discusses practice-based research in the context of live performance with interactive systems. Practicebased research is outlined in depth, with key concepts and approaches contextualised with respect to research in the NIME field. We focus on two approaches, both of which are concerned with documenting, examining and reflecting on the real-world behaviours and experiences of people ...

The way in which creativity support tools guide creative thinking as well as the externalisation of it largely remains an unanswered question. Creative professionals should be aware of these effects so that they can better develop their practice. The proliferation of software in the creative process provides opportunities for the development of features that allow professionals to reflect on th...

This article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and under...

This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre-service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection-in-action and reflection-on...