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European Conference on Technology Enhanced Learning

EC-TEL 2015: Design for Teaching and Learning in a Networked World pp 282–296Cite as

Coflection – Combining Mutual Support and Facilitation in Technology Enhanced Learning

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Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 9307))

Abstract

Coaching and reflection are established methods for learning from experiences and peer support at work. They support people with different means: While coaching is a rather formal, planned, structured and systematic process, reflection is rather informal, spontaneous and emergent. Despite these differences, coaching and reflection may complement each other. This helps to overcome barriers of the respective other method and closes a gap between formal-systematic and informal-self-organized approaches of learning at work. In this paper we ask how this complement can be supported by tools and describe an intertwined concept of reflection and coaching called “coflection”. We identify challenges associated with this concept, we present a prototype and we explain how the concept may solve problems at work by using real-world scenarios. The paper contributes to TEL by providing a concept that enables transitions between formal and informal learning.

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Notes

  1. 1.

    Sometimes this is done in different order, e.g. in the GROW-model by [12].

  2. 2.

    Despite this role division no hierarchy must be involved in coaching.

  3. 3.

    The term “coflection” is used by others to describe a “meta-thinking process by means of which people, together, bend on each other's thoughts and actions in a conscious way” [30] or “to capture the socially critical nature of the interactions among teachers within professional learning” [31]. However, we use this term as explained above, as it literally stands for our aim to closely intertwine coaching and reflection.

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Acknowledgements

EmployID (http://employid.eu) “Scalable & cost-effective facilitation of professional identity transformation in public employment services” is a research project supported by the European Commission in the 7th Framework Program (project no. 619619). We would like to thank all colleagues and associated partners in the project for their cooperation and our fruitful discussions.

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Authors and Affiliations

  1. Ruhr University of Bochum, Bochum, Germany

    Michael Prilla

  2. Karlsruhe Institute of Technology, Karlsruhe, Germany

    Carmen Wolf

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  1. Michael Prilla
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  2. Carmen Wolf
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Correspondence to Michael Prilla .

Editor information

Editors and Affiliations

  1. University of Bath Spa, Bath, UK

    Gráinne Conole

  2. Jožef Stefan Institute, Ljubljana, Slovenia

    Tomaž Klobučar

  3. Technische Universität Darmstadt, Darmstadt, Germany

    Christoph Rensing

  4. Technische Universität Darmstadt, Darmstadt, Germany

    Johannes Konert

  5. IAE Lyon, Université Jean Moulin Lyon 3, Lyon, France

    Elise Lavoué

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Prilla, M., Wolf, C. (2015). Coflection – Combining Mutual Support and Facilitation in Technology Enhanced Learning. In: Conole, G., Klobučar, T., Rensing, C., Konert, J., Lavoué, E. (eds) Design for Teaching and Learning in a Networked World. EC-TEL 2015. Lecture Notes in Computer Science(), vol 9307. Springer, Cham. https://doi.org/10.1007/978-3-319-24258-3_21

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  • DOI: https://doi.org/10.1007/978-3-319-24258-3_21

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-24257-6

  • Online ISBN: 978-3-319-24258-3

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