Displaying the collaborative process as meta-knowledge: Description of a mirroring strategy and its results

Abstract

There is consensus as regards the fact that group strategies and group building processes are a significant aspect of knowledge for those who work collaboratively. The decision as to which indicators educators select and display when accompanying collaborative groups is a strategic one. Likewise, the point in time when the group can access information about their collaboration – after the process is completed or during the process – is also important. In this article, we propose and discuss a collaborative work monitoring strategy that is implemented as a mirroring technique which has been tested in a post-graduate educational experience in 2016. Preliminary results would confirm the idea that the group benefits from knowing how the collaborative process is progressing and would also indicate that there is a greater awareness in each team member in relation to his/her own task and those of their peers.