Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen


Fessl Angela, Kowald Dominik, Susana López Sola, Ana Moreno, Ricardo Alonso, Maturana, Thalmann_TU Stefan

Analytics for Everyday Learning from two Perspectives: Knowledge Workers and Teachers.

CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze, 2018

Learning analytics deals with tools and methods for analyzing anddetecting patterns in order to support learners while learning in formal as wellas informal learning settings. In this work, we present the results of two focusgroups in which the effects of a learning resource recommender system and adashboard based on analytics for everyday learning were discussed from twoperspectives: (1) knowledge workers as self-regulated everyday learners (i.e.,informal learning) and (2) teachers who serve as instructors for learners (i.e.,formal learning). Our findings show that the advantages of analytics for everydaylearning are three-fold: (1) it can enhance the motivation to learn, (2) it canmake learning easier and broadens the scope of learning, and (3) it helps to organizeand to systematize everyday learning.

Fessl Angela, Wertner Alfred, Pammer-Schindler_TU Viktoria

Challenges in Developing Automatic Learning Guidance in Relation to an Information Literacy Curriculum

CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze , 2018

Becoming a data-savvy professional requires skills and competencesin information literacy, communication and collaboration, and content creationin digital environments. In this paper, we present a concept for automatic learningguidance in relation to an information literacy curriculum. The learning guidanceconcept has three components: Firstly, an open learner model in terms of an informationliteracy curriculum is created. Based on the data collected in the learnermodel, learning analytics is used in combination with a corresponding visualizationto present the current learning status of the learner. Secondly, reflectionprompts in form of sentence starters or reflective questions adaptive to the learnermodel aim to guide learning. Thirdly, learning resources are suggested that arestructured along learning goals to motivate learners to progress. The main contributionof this paper is to discuss what we see as main research challenges withrespect to existing literature on open learner modeling, learning analytics, recommendersystems for learning, and learning guidance.

Iacopo Vagliano, Franziska Günther, Mathias Heinz, Aitor Apaolaza, Irina Bienia, Breitfuß Gert, Till Blume, Chrysa Collyda, Fessl Angela, Sebastian Gottfried, Hasitschka Peter, Jasmin Kellermann, Thomas Köhler, Annalouise Maas, Vasileios Mezaris, Ahmed Saleh, Andrzej Skulimowski, Thalmann_TU Stefan, Markel Vigo, Wertner Alfred, Michael Wiese, Ansgar Scherp

Open Innovation in the Big Data Era with the MOVING Platform: An Integrated Working and Training Approach for Data-savvy Information Professionals

IEEE Mulitmedia, 2018

In the Big Data era, people can access vast amounts of information, but often lack the time, strategies and tools to efficiently extract the necessary knowledge from it. Research and innovation staff needs to effectively obtain an overview of publications, patents, funding opportunities, etc., to derive an innovation strategy. The MOVING platform enables its users to improve their information literacy by training how to exploit data mining methods in their daily research tasks. Through a novel integrated working and training environment, the platform supports the education of data-savvy information professionals and enables them to deal with the challenges of Big Data and open innovation.

Cicchinelli Analia, Veas Eduardo Enrique, Pardo Abelardo, Pammer-Schindler Viktoria, Fessl Angela, Barreiros Carla, Lindstaedt Stefanie

Finding traces of self-regulated learning in activity streams

ACM Conference on Learning Analytics and Knowledge, LAK , ACM, ACM, 2018

This paper aims to identify self-regulation strategies from students' interactions with the learning management system (LMS). We used learning analytics techniques to identify metacognitive and cognitive strategies in the data. We define three research questions that guide our studies analyzing i) self-assessments of motivation and self regulation strategies using standard methods to draw a baseline, ii) interactions with the LMS to find traces of self regulation in observable indicators, and iii) self regulation behaviours over the course duration. The results show that the observable indicators can better explain self-regulatory behaviour and its influence in performance than preliminary subjective assessments.

Pammer-Schindler Viktoria, Thalmann Stefan, Fessl Angela, Füssel Julia

Virtualizing face-2-face trainings for training senior professionals: A Comparative Case Study on Financial Auditor

AC, London, 2018

Traditionally, professional learning for senior professionalsis organized around face-2-face trainings. Virtual trainingsseem to offer an opportunity to reduce costs related to traveland travel time. In this paper we present a comparative casestudy that investigates the differences between traditionalface-2-face trainings in physical reality, and virtualtrainings via WebEx. Our goal is to identify how the way ofcommunication impacts interaction between trainees,between trainees and trainers, and how it impactsinterruptions. We present qualitative results fromobservations and interviews of three cases in differentsetups (traditional classroom, web-based with allparticipants co-located, web-based with all participants atdifferent locations) and with overall 25 training participantsand three trainers. The study is set within one of the BigFour global auditing companies, with advanced seniorauditors as learning cohort

d'Aquin Mathieu , Kowald Dominik, Fessl Angela, Thalmann Stefan, Lex Elisabeth

AFEL - Analytics for Everyday Learning

Proceedings of the International Projects Track co-located with the 27th International World Wide Web Conference, ACM, Lyon, France, 2018

The goal of AFEL is to develop, pilot and evaluate methods and applications, which advance informal/collective learning as it surfaces implicitly in online social environments. The project is following a multi-disciplinary, industry-driven approach to the analysis and understanding of learner data in order to personalize, accelerate and improve informal learning processes. Learning Analytics and Educational Data Mining traditionally relate to the analysis and exploration of data coming from learning environments, especially to understand learners' behaviours. However, studies have for a long time demonstrated that learning activities happen outside of formal educational platforms, also. This includes informal and collective learning usually associated, as a side effect, with other (social) environments and activities. Relying on real data from a commercially available platform, the aim of AFEL is to provide and validate the technological grounding and tools for exploiting learning analytics on such learning activities. This will be achieved in relation to cognitive models of learning and collaboration, which are necessary to the understanding of loosely defined learning processes in online social environments. Applying the skills available in the consortium to a concrete set of live, industrial online social environments, AFEL will tackle the main challenges of informal learning analytics through 1) developing the tools and techniques necessary to capture information about learning activities from (not necessarily educational) online social environments; 2) creating methods for the analysis of such informal learning data, based on combining feature engineering and visual analytics with cognitive models of learning and collaboration; and 3) demonstrating the potential of the approach in improving the understanding of informal learning, and the way it is better supported; 4) evaluate all the former items in real world large scale applications and platforms.

Thalmann Stefan, Larrazábal Jorge, Pammer-Schindler Viktoria, Kreuzthaler Armin, Fessl Angela

Fast Language Learning: Being Able to Manage Projects in a Foreign Language within Two Month

EdMedia: World Conference on Educational Media and Technology, Association for the Advancement of Computing in Education (AACE, Washington, DC, United States, 2017

n times of globalization, also workforce needs to be able to go global. This holds true especially for technical experts holding an exclusive expertise. Together with a global manufacturing company, we addressed the challenge of being able to send staff into foreign countries for managing technical projects in the foreign language. We developed a language learning concept that combines a language learning platform with conventional individual but virtually conducted coaching sessions. In our use case, we developed this ...

Lindstaedt Stefanie , Czech Paul, Fessl Angela

Theory of Knowledge Management

A Lifecycle Approach to Knowledge Excellence in the Biopharmaceutical Industry, Nuala Calnan, Martin J Lipa, Paige E. Kane, Jose C. Menezes, CRC Press, 2017

A Lifecycle Approach to Knowledge Excellence various industries and use cases. Through their cognitive computing-based approach, which combines the strength of man and the machine, they are setting standards within both the local and the international research community. With their expertise in the field of knowledge management they are describing the basic approaches in this chapter.

Pammer-Schindler Viktoria, Fessl Angela, Weghofer Franz, Thalmann Stefan

Lernen 4.0 Herausforderungen für Menschen in der Industrie 4.0 erfolgreich meistern.

Productivity, 2017

Die Digitalisierung der Industrie wird aktuell sehr stark aus technoogischer Sicht betrachtet. Aber auch für den Menschen ergebn sich vielfältige Herausforderungen in dieser veränderten Arbeitsumgebung. Sie betreffen hautsächlich das Lernen von benötigtem Wissen.

Pammer-Schindler Viktoria, Fessl Angela, Wiese Michael, Thalmann Stefan

Improving Search Strategies of Auditors – A Focus Group on Reflection Interventions

ARTEL Workshop at EC-TEL 2017, Tallin, Estland, 2017

Financial auditors routinely search internal as well as public knowledge bases as part of the auditing process. Efficient search strategies are crucial for knowledge workers in general and for auditors in particular. Modern search technology quickly evolves; and features beyond keyword search like fac-etted search or visual overview of knowledge bases like graph visualisations emerge. It is therefore desirable for auditors to learn about new innovations and to explore and experiment with such technologies. In this paper, we present a reflection intervention concept that intends to nudge auditors to reflect on their search behaviour and to trigger informal learning in terms of by trying out new or less frequently used search features. The reflection intervention concept has been tested in a focus group with six auditors using a mockup. Foremost, the discussion centred on the timing of reflection interventions and how to raise mo-tivation to achieve a change in search behaviour.

Pammer-Schindler Viktoria, Fessl Angela, Wesiak Gudrun, Feyertag Sandra, Rivera-Pelayo Verónica

In-app Reflection Guidance: Lessons Learned across Four Field Trials at the Workplace

IEEE Transactions on Learning Technologies, IEEE, 2017

This paper presents a concept for in-app reflection guidance and its evaluation in four work-related field trials. By synthesizing across four field trials, we can show that computer-based reflection guidance can function in the workplace, in the sense of being accepted as technology, being perceived as useful and leading to reflective learning. This is encouraging for all endeavours aiming to transfer existing knowledge on reflection supportive technology from educational settings to the workplace. However,reflective learning in our studies was mostly visible to limited depth in textual entries made in the applications themselves; and proactive reflection guidance technology like prompts were often found to be disruptive. We offer these two issues as highly relevant questions for future research.

Pammer-Schindler Viktoria, Rivera-Pelayo Verónica, Fessl Angela, Müller Lars

Introducing Mood Self-Tracking at Work: Empirical Insights from Call Centers

ACM Transactions on Computer-Human Interaction (TOCHI), ACM New York, NY, USA , 2017

The benefits of self-tracking have been thoroughly investigated in private areas of life, like health or sustainable living, but less attention has been given to the impact and benefits of self-tracking in work-related settings. Through two field studies, we introduced and evaluated a mood self-tracking application in two call centers to investigate the role of mood self-tracking at work, as well as its impact on individuals and teams. Our studies indicate that mood self-tracking is accepted and can improve performance if the application is well integrated into the work processes and matches the management style. The results show that (i) capturing moods and explicitly relating them to work tasks facilitated reflection, (ii) mood self-tracking increased emotional awareness and this improved cohesion within teams, and (iii) proactive reactions by managers to trends and changes in team members’ mood were key for acceptance of reflection and correlated with measured improvements in work performance. These findings help to better understand the role and potential of self-tracking in work settings and further provide insights that guide future researchers and practitioners to design and introduce these tools in a workplace setting.

Luzhnica Granit, Pammer-Schindler Viktoria, Fessl Angela, Mutlu Belgin, Veas Eduardo Enrique

Designing Generic Visualisations for Activity Log Data

Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL16), CEUR-WS, Lyon, 2016

Especially in lifelong or professional learning, the picture of a continuous learning analytics process emerges. In this proces s, het- erogeneous and changing data source applications provide data relevant to learning, at the same time as questions of learners to data cha nge. This reality challenges designers of analytics tools, as it req uires ana- lytics tools to deal with data and analytics tasks that are unk nown at application design time. In this paper, we describe a generic vi sualiza- tion tool that addresses these challenges by enabling the vis ualization of any activity log data. Furthermore, we evaluate how well parti cipants can answer questions about underlying data given such generic versus custom visualizations. Study participants performed better in 5 out of 10 tasks with the generic visualization tool, worse in 1 out of 1 0 tasks, and without significant difference when compared to the visuali zations within the data-source applications in the remaining 4 of 10 ta sks. The experiment clearly showcases that overall, generic, standalon e visualiza- tion tools have the potential to support analytical tasks suffi ciently well

Fessl Angela, Pammer-Schindler Viktoria, Blunk Oliver, Prilla Michael

The known universe of reflection guidance: a literature review

International Journal of Technology Enhanced Learning, Inderscience Enterprises Ltd., 2016

Reflective learning has been established as a process that deepenslearning in both educational and work-related settings. We present a literaturereview on various approaches and tools (e.g., prompts, journals, visuals)providing guidance for facilitating reflective learning. Research consideredin this review coincides common understanding of reflective learning, hasapplied and evaluated a tool supporting reflection and presents correspondingresults. Literature was analysed with respect to timing of reflection, reflectionparticipants, type of reflection guidance, and results achieved regardingreflection. From this analysis, we were able to derive insights, guidelinesand recommendations for the design of reflection guidance functionality incomputing systems: (i) ensure that learners understand the purpose of reflectivelearning, (ii) combine reflective learning tools with reflective questions either inform of prompts or with peer-to-peer or group discussions, (iii) for work-relatedsettings consider the time with regard to when and how to motivate to reflect.

Fessl Angela, Wesiak Gudrun, Pammer-Schindler Viktoria

A Reflective Quiz in a Professional Qualification Program for Stroke Nurses: A Field Trial

EC-TEL 2016 Proceedings, Springer Link, Springer-Verlag, Cham, 2016

Reflective learning is an important strategy to keep the vast body of theoretical knowledge fresh, stay up-to-date with new knowledge, and to relate theoretical knowledge to practical experience. In this work, we present a study situated in a qualification program for stroke nurses in Germany. In the seven-week study, $21$ stroke nurses used a quiz on medical knowledge as additional learning instrument. The quiz contained typical quiz questions (``content questions'') as well as reflective questions that aimed at stimulating nurses to reflect on the practical relevance of the learned knowledge.We particularly looked at how reflective questions can support the transfer of theoretical knowledge to practice.The results show that by playful learning and presenting reflective questions at the right time, participants were motivated to reflect, deepened their knowledge and related theoretical knowledge to practical experience. Subsequently, they were able to better understand patient treatments and increased their self-confidence.

Fessl Angela, Feyertag Sandra, Pammer-Schindler Viktoria

Designing Innovative Digital Technologies for Knowledge Management and Data-driven Business: A Case Study

In Proceeding of 15th International Conference on Knowledge Technologies and Data-driven Business, 2015

This paper presents a case study on co-designing digitaltechnologies for knowledge management and data-driven businessfor an SME. The goal of the case study was to analysethe status quo of technology usage and to develop designsuggestions in form of mock-ups tailored to the company’sneeds. We used both requirements engineering and interactivesystem design methods such as interviews, workshops,and mock-ups for work analysis and system design. The casestudy illustrates step-by-step the processes of knowledge extractionand combination (analysis) and innovation creation(design). These processes resulted in non-functional mockups,which are planned to be implemented within the SME.

Fessl Angela, Wesiak Gudrun, Feyertag Sandra, Rivera-Pelayo Verónica

In-App Reflection Guidance for Workplace Learning

Proceedings of the 10th European Conference on Technoloy Enhanced Learning (ECTEL 2015), Springer, NULL, 2015

In-app reflection guidance for workplace learning means motivating and guiding users to reflect on their working and learning, based on users' activities captured by the app. In this paper, we present ageneric concept for such in-app reflection guidance for workplace learning, its implementation in three di erent applications, and its evaluation in three di erent settings (one setting per app). From this experience, we draw the following lessons learned: First, the implemented in-appreflection guidance components are perceived as useful tools for reflective learning and their usefulness increases with higher usage rates. Second, smart technological support is su fficient to trigger reflection, however with di fferent implemented components also reflective learning takesplace on di erent stages. A sophisticated, unobtrusive integration in the working environment is not trivial at all. Automatically created prompts need a sensible timing in order to be perceived as useful and must not disrupt the current working processes.

Lindstaedt Stefanie , Kraker Peter, Höfler Patrick, Fessl Angela

Feeding TEL: Building an Ecosystem Around BuRST to Convey Publication Metadata

Research 2.0 Workshop EC-TEL 2010, 2010

In this paper we present an ecosystem for the lightweight exchangeof publication metadata based on the principles of Web 2.0. At the heart of thisecosystem, semantically enriched RSS feeds are used for dissemination. Thesefeeds are complemented by services for creation and aggregation, as well aswidgets for retrieval and visualization of publication metadata. In twoscenarios, we show how these publication feeds can benefit institutions,researchers, and the TEL community. We then present the formats, services,and widgets developed for the bootstrapping of the ecosystem. We concludewith an outline of the integration of publication feeds with the STELLARNetwork of Excellence1 and an outlook on future developments.

Fessl Angela, Wertner Alfred, Pammer-Schindler Viktoria

Digging for Gold: Motivating Users to Explore Alternative Search Interfaces

In this demonstration paper, we describe a prototype that visualizes usage of different search interfaces on a single search platform with the goal to motivate users to explore alternative search interfaces. The underlying rationale is, that by now the one-line-input to search engines is so standard, that we can assume users’ search behavior to be operationalized. This means, that users may be reluctant to explore alternatives even though these may be suited better to their context of use / search task.

Fessl Angela, Thalmann Stefan

How to Manage Projects in a Foreign Language within Two Months: A Case Study

In times of globalization, also workforce needs to be able to go global. This holds true especially for technical experts holding an exclusive expertise. Together with a global manufacturing company, we addressed the challenge of being able to send staff into foreign countries for managing technical projects in the foreign language. We developed a socio-technical language learning concept that combines an online language learning platform with gamification features and conventional individual but virtually conducted coaching sessions. We report from a project we conducted with an international manufacturing company in which native Spanish speakers learned English within two months. The approach was tested in a four weeks trial with 10 participants. The target audience for this talk are HR-professionals, educational technologists and all people interested in language learning. We expect that our talk will spark discussions about the combination of ICT mediated learning and f-to-f learning in language learning and also about the role of gamification in this process.
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