Reflection Support for Constructing Meta-cognitive Skills by Focusing on Isomorphism between Internal Self-dialogue and Discussion Tasks

  • Risa Kurata
  • Kazuhisa Seta
  • Mitsuru Ikeda
Conference paper
Part of the Smart Innovation, Systems and Technologies book series (SIST, volume 14)


Our goal is developing a system to improve knowledge co-creation skills by reflecting so-called “knowledge co-creation discussion.” The discussion is a core part of our educational program that conducts a knowledge co-creation processes that we develop in the medical service field. Meta-cognitive skill plays a key role to improve the knowledge co-creation skills especially in the field where there is no pre-defined definite answer. However, it is difficult for learners to train meta-cognitive skills since they are quite tacit, latent and context dependent: one cannot observe other one’s cognitive processes conducting in her mind as internal self-dialogue. In our research, we aim to develop learning support system by focusing on isomorphism between tacit internal self-dialogue task and discussion tasks conducted observably in the external world. In this paper, we firstly describe background of our research. Then, we describe underlying philosophy to train meta-cognitive skills essentially required for knowledge co-creation. Finally, we overview our learning support system through reflective monitoring on learners’ discussion processes.


Thinking Process Discussion Process Screen Image Discussion Leader Description Phase 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Keio Business School, Theory and Practice of Case Method. Toyo Keizai Inc., Tokyo (1977) (in Japanese)Google Scholar
  2. 2.
    Hyakkai, S.: Learning by Case Method. Gakubunsha Inc., Tokyo (2009) (in Japanese) Google Scholar
  3. 3.
    Ishida, H., Hoshino, H., Okubo, T.: Case Book 1: Intorduaction to Case-Method. Keio University Press, Tokyo (2007) (in Japanese) Google Scholar
  4. 4.
    Ito, T.: Effects of Verbalization as Learning Strategy: A Review. Japanese Journal of Educational Psychology 57, 237–251 (2009) (in Japanese) CrossRefGoogle Scholar
  5. 5.
    Cui, L., et al.: Thinking Skill Development Program To Support Co-Creation of Knowledge for Improving the Quality of Medical Services. In: Proceedings of Conference on Education and Education Management (2011)Google Scholar
  6. 6.
    Morita, Y., Cui, L., Kamiyama, M.: Learning program that makes thinking the outside and presses knowledge collaboration skill development. The Institute of Electronics, Information and Communication Engineers Technology Research Report 111(98), 7–12 (2011) (in Japanese) Google Scholar
  7. 7.
    Tomida, E., Maruno, J.: Theoretical Background and Empirical Findings of Argument as Thinking. Japanese Psychological Review 24(2), 187–209 (2004) (in Japanese) Google Scholar
  8. 8.
    Billig, M.: Arguing and thinking: A rhetorical approach to social psychology. Cambridge University Press, Cambridge (1987)Google Scholar
  9. 9.
    Kuhn, D.: The skills of argument. Cambridge University Press, Cambridge (1991)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  • Risa Kurata
    • 1
  • Kazuhisa Seta
    • 1
  • Mitsuru Ikeda
    • 2
  1. 1.Graduate School of ScienceOsaka Prefecture UniversitySakaiJapan
  2. 2.School of Knowledge ScienceJAISTNomiJapan

Personalised recommendations