Reflective Practicum: A Framework of Sensitising Concepts to Design for Transformative Reflection

TY - CHAP

T1 - Reflective Practicum

T2 - CHI '17: CHI Conference on Human Factors in Computing Systems

AU - Slovak, Petr

AU - Frauenberger, Christopher

AU - Fitzpatrick, Geraldine

PY - 2017/5

Y1 - 2017/5

N2 - Designing for reflection is becoming an increasingly important part of many HCI systems in a wide range of application domains. However, there is a gap in our understanding of how the process of reflection can be supported through technology. In fact, an implicit assumption in the majority of existing work is that, just by providing access to well-selected data, in-depth reflection can and will occur. To counter this view, we draw on Schön's notion of reflective practicum and apply it as a sensitising concept to identify the complex interplay of factors that support transformative reflection in the context of two social-emotional learning (SEL) studies. The results highlight the need to carefully scaffold the process of reflection, rather than simply assume that the capability to reflect is a broadly available trait to be 'triggered' through data. Building on this analysis, we develop a conceptual framework that extends the concept of the reflective practicum towards identifying appropriate roles of technology to support transformative reflection. While our case is within the context of SEL, we argue that a deeper understanding of these opportunities can also benefit designing for reflection in other areas.

AB - Designing for reflection is becoming an increasingly important part of many HCI systems in a wide range of application domains. However, there is a gap in our understanding of how the process of reflection can be supported through technology. In fact, an implicit assumption in the majority of existing work is that, just by providing access to well-selected data, in-depth reflection can and will occur. To counter this view, we draw on Schön's notion of reflective practicum and apply it as a sensitising concept to identify the complex interplay of factors that support transformative reflection in the context of two social-emotional learning (SEL) studies. The results highlight the need to carefully scaffold the process of reflection, rather than simply assume that the capability to reflect is a broadly available trait to be 'triggered' through data. Building on this analysis, we develop a conceptual framework that extends the concept of the reflective practicum towards identifying appropriate roles of technology to support transformative reflection. While our case is within the context of SEL, we argue that a deeper understanding of these opportunities can also benefit designing for reflection in other areas.

U2 - 10.1145/3025453.3025516

DO - 10.1145/3025453.3025516

M3 - Conference paper

SP - 2696

EP - 2707

BT - CHI '17: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

A2 - Mark, Gloria

A2 - Fussell, Susan

PB - Association for Computing Machinery

CY - New York, NY, United States

Y2 - 6 May 2017 through 11 May 2017

ER -