Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

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.
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.
2015

Pammer-Schindler Viktoria, Bratic Marina, Feyertag Sandra, Faltin Nils

The Value of Self-tracking and the Added Value of Coaching in the Case of Improving Time Management

Proceedings of the10th European Conference on Technology Enhanced Learning (ECTEL 2015), 2015

Konferenz
We report two 6-week studies, each with 10 participants, on improving time management. In each study a different interventions was administered, in parallel to otherwise regular work: In the self-tracking setting, participants used only an activity logging tool to track their time use and a reflective practice, namely daily review of time use, to improve time management. In the coaching setting, participants did the same, but additionally received weekly bilateral coaching. In both settings, participants reported learning about time management. This is encouraging, as such self-directed learning is clearly cheaper than coaching. Only participants in the coaching setting however improved their self-assessment with respect to predefined time management best practices. The Value of Self-tracking and the Added Value of Coaching in the Case of Improving Time Management. Available from: https://www.researchgate.net/publication/300259607_The_Value_of_Self-tracking_and_the_Added_Value_of_Coaching_in_the_Case_of_Improving_Time_Management [accessed Oct 24 2017].
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