Supporting the Reflective Learning of Conceptual Modeling Using Interactive Timelines and Replays Schmittchen, Marcel 2021-12-24T17:25:13Z 2021-12-24T17:25:13Z 2022-01-04
dc.description.abstract It is not a trivial task to teach “good” conceptual modeling in a structured way. One problem we encountered in our previous exploratory studies is the predominant reflection of the quality of finished models and less of the modeling process itself. As a result, many phenomena like the emergence of errors or the coordination and collaboration phases in group modeling usually get out of focus and are subsequently not thoroughly considered in teaching. Thus, we have developed a tool-supported timeline method, which allows us to review and discuss the collaborative development process of models after they have been finished or submitted. We evaluated the method and employed a variety of tool features in our regular undergrad courses. Considering the perspective and experiences of teachers and learners alike, we discovered that teachers can use our method to better analyze strategies and made mistakes when enough time to prepare the reflection, even if this increases the time distance to the event it is reflected on. Learners were motivated to share and reflect on their actions. Furthermore, we identified further steps to facilitate our reflective modeling teaching method.
dc.format.extent 9 pages
dc.identifier.doi 10.24251/HICSS.2022.122
dc.identifier.isbn 978-0-9981331-5-7
dc.language.iso eng
dc.relation.ispartof Proceedings of the 55th Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.subject General Software Education (GSE)
dc.subject computer-supported collaborative learning
dc.subject conceptual modeling education
dc.subject methods and models
dc.subject reflective learning
dc.subject teaching
dc.title Supporting the Reflective Learning of Conceptual Modeling Using Interactive Timelines and Replays
dc.type.dcmi text
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