Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2018

d'Aquin Mathie , 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

Konferenz
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.
2017

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

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

IEEE Transactions on Learning Technologies, IEEE, 2017

Journal
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.
2017

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

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

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

Journal
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.
2017

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

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

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

Konferenz
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.
2017

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

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

Productivity, 2017

Journal
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.
2017

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

Konferenz
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 ...
2017

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

Buch
2016

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

Konferenz
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.
2016

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

Konferenz
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
2016

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

Journal
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.
2015

Fessl Angela, Wesiak Gudrun, Feyertag Sandra, Rivera-Pelayo V.

In-App Reflection Guidance for Workplace Learning

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

Konferenz
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.
2015

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

Konferenz
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.
Kontakt Karriere

Hiermit erkläre ich ausdrücklich meine Einwilligung zum Einsatz und zur Speicherung von Cookies. Weiter Informationen finden sich unter Datenschutzerklärung

The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this.

Close