One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, ...

This paper describes an exploratory study on the use of reflective markers set during synchronous collaborative learning sessions (reflection in action) for later construction of self-reflection reports upon the collaboration that occurred (reflection on action). During 2 sessions, students used the Visu tool for interaction and marker setting (positive, negative, free) and then report building...

Kato has constructed reflection functors for KLR algebras which categorify the braid group action on a quantum group by algebra automorphisms. We prove that these reflection functors are monoidal.

In our experience of computer scientists, we cooperate in participatory projects to develop computer systems to be used by professional people, such us medical doctors, geologists, mechanical engineers. These professionals need to use computer systems for performing their work tasks exploiting all the communication and operation possibilities offered by these systems, but they are not and do no...

This paper addresses the direct manipulation of cognitive maps. It describes its components and manipulation and proposes an object model that defines the properties relevant to build elaborated feedback. It also presents a metaphor based feedback dialect that is able to communicate the complex constraints of cognitive maps.

Reflection in design pedagogy still has a limited theoretical basis, being based largely on historical precedent and the more recent work of Donald Schön. Discipline criticisms of reflection in design pedagogies and curricula have yet to be addressed fully and, compared to other disciplines, design has relatively little critical debate around the theory and practice of reflection. Research in o...

We present a reflection-on-action system supporting students’ reflection and self-assessment after a tabletop brainstorming learning activity. Open Learner Models (OLMs) were core to the reflection task, to scaffold student’s self-assessment of egalitarian contribution; and group interaction from ideas sparked from each other. We present multiple OLMs to the group generated from logs automatica...

Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focu...

Identifying cognitive strategies that people use to support resilient performance has rarely been the focus of experimental work. Our experiments have found that the pervasiveness of failures during human computer interaction can be recognized by individuals, but underlying cognitive and attentional causes cannot. Understanding how individuals recover from failure and adapt to new environmental...