Publikationen

Open Science holds the promise to make scientific endeavours more inclusive, participatory, understandable, accessible and re-usable for large audiences. However, making processes open will not per se drive wide reuse or participation unless also accompanied by the capacity (in terms of knowledge, skills, financial resources, technological readiness and motivation) to do so. These capacities vary considerably across regions, institutions and demographics. Those advantaged by such factors will remain potentially privileged, putting Open Science's agenda of inclusivity at risk of propagating conditions of ‘cumulative advantage’. With this paper, we systematically scope existing research addressing the question: ‘What evidence and discourse exists in the literature about the ways in which dynamics and structures of inequality could persist or be exacerbated in the transition to Open Science, across disciplines, regions and demographics?’ Aiming to synthesize findings, identify gaps in the literature and inform future research and policy, our results identify threats to equity associated with all aspects of Open Science, including Open Access, Open and FAIR Data, Open Methods, Open Evaluation, Citizen Science, as well as its interfaces with society, industry and policy. Key threats include: stratifications of publishing due to the exclusionary nature of the author-pays model of Open Access; potential widening of the digital divide due to the infrastructure-dependent, highly situated nature of open data practices; risks of diminishing qualitative methodologies as ‘reproducibility’ becomes synonymous with quality; new risks of bias and exclusion in means of transparent evaluation; and crucial asymmetries in the Open Science relationships with industry and the public, which privileges the former and fails to fully include the latter.

This paper presents cooperative design as method to address the needs of SMEs to gain sufficient knowledge about new technologies in order for them to decide about adoption for knowledge management. We developed and refined a cooperative design method iteratively over nine use cases. In each use case, the goal was to match the SME’s knowledge management needs with offerings of new (to the SMEs) technologies. Where traditionally, innovation adoption and diffusion literature assume new knowledge to be transferred from knowledgeable stakeholders to less knowledgeable stakeholders, our method is built on cooperative design. In this, the relevant knowledge is constructed by the SMEs who wish to decide upon the adoption of novel technologies through the cooperative design process. The presented method is constituted of an analysis stage based on activity theory and a design stage based on paper prototyping and design workshops. In all nine cases, our method led to a good understanding a) of the domain by researchers – validated by the creation of meaningful first-version paper prototypes and b) of new technologies – validated by meaningful input to design and plausible assessment of technologies’ benefit for the respective SME. Practitioners and researchers alike are invited to use the here documented tools to cooperatively match the domain needs of practitioners with the offerings of new technologies. The value of our work lies in providing a concrete implementation of the cooperative design paradigm that is based on an established theory (activity theory) for work analysis and established tools of cooperative design (paper prototypes and design workshops as media of communication); and a discussion based on nine heterogeneous use cases.

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.

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.

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.

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.

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.

A continuous learning solution was sought which allows strokenurses to keep the vast body of theoretical knowledge fresh, stay up-to-datewith new knowledge, and relate theoretical knowledge to practical experience.Based on the theoretical background of learning in the medical domain,reflective and game-based learning, we carried out a user-oriented designprocess that involved a focus group and a design workshop. In this process, aquiz that includes both content-based and reflection questions was identified asa viable means of transportation for theoretical knowledge. In this paper wepresent the result of trialling a quiz with both content-based and metacognitive(reflective) questions in two settings: In one trial the quiz was used by nursesas part of a qualification programme for stroke nurses, in the second trial bynurses outside such a formal continuous learning setting. Both trials weresuccessful in terms of user acceptance, user satisfaction and learning. Beyondthis success report, we discuss barriers to integrating a quiz into work processeswithin an emergency ward such as a stroke unit.