Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2015

Dennerlein Sebastian, Rella Matthias, Tomberg Vladimir, Theiler Dieter, Treasure-Jones Tamsin, Kerr Micky, Ley Tobias, Al-Smadi Mohammad, Trattner Christoph

Making Sense of Bits and Pieces: A Sensemaking Tool for Informal Workplace Learning

European Conference on Technology Enhanced Learning, Springer International Publishing, 2015

Konferenz
Sensemaking at the workplace and in educational contexts has beenextensively studied for decades. Interestingly, making sense out of the own wealthof learning experiences at the workplace has been widely ignored. To tackle thisissue, we have implemented a novel sensemaking interface for healthcare professionalsto support learning at the workplace. The proposed prototype supportsremembering of informal experiences from episodic memory followed by sensemakingin semantic memory. Results from an initial study conducted as part ofan iterative co-design process reveal the prototype is being perceived as usefuland supportive for informal sensemaking by study participants from the healthcaredomain. Furthermore, we find first evidence that re-evaluation of collectedinformation is a potentially necessary process that needs further exploration tofully understand and support sensemaking of informal learning experiences.
2014

Ley Tobias, Dennerlein Sebastian, Cook John, Kravcik Milos, Kunzmann Christine, Pata Kai, Purma Jukka, Sanders John, Santos Patricia , Schmidt Andreas, Al-Smadi Mohammad, Trattner Christoph

Scaling informal learning at the workplace: A model and four designs from a large‐scale design‐based research effort

British Journal of Educational Technology, 2014

Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking; (2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.
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