Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2018

Dennerlein Sebastian, Kowald Dominik, Pammer-Schindler_TU Viktoria, Lex Elisabeth, Ley Tobias

Simulation-based Co-Creation of Algorithm

Workshop on Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning (CCTEL'2018, Springer, Leeds, England, 2018

Konferenz
Co-Creation methods for interactive computer systems design are by now widely accepted as part of the methodological repertoire in any software development process. As the communityis becoming more and more aware of the factthat software is driven by complex, artificially intelligent algorithms, the question arises what “co-creation of algorithms” in the sense of users ex-plicitly shaping the parameters of algorithms during co-creation, could mean, and how it would work. They are not tangible like featuresin a tool and desired effects are harder to be explained or understood. Therefore, we propose an it-erative simulation-based Co-Design approach that allows to Co-Create Algo-rithms together with the domain professionals by making their assumptions and effects observable. The proposal is a methodological idea for discussion within the EC-TEL community, yet to be applied in a research practice
2018

Kowald Dominik, Seitlinger Paul , Ley Tobias , Lex Elisabeth

The Impact of Semantic Context Cues on the User Acceptance of Tag Recommendations: An Online Study

Companion Proceedings of the 27th International World Wide Web Conference, ACM, Lyon, France, 2018

Konferenz
In this paper, we present the results of an online study with the aim to shed light on the impact that semantic context cues have on the user acceptance of tag recommendations. Therefore, we conducted a work-integrated social bookmarking scenario with 17 university employees in order to compare the user acceptance of a context-aware tag recommendation algorithm called 3Layers with the user acceptance of a simple popularity-based baseline. In this scenario, we validated and verified the hypothesis that semantic context cues have a higher impact on the user acceptance of tag recommendations in a collaborative tagging setting than in an individual tagging setting. With this paper, we contribute to the sparse line of research presenting online recommendation studies.
2017

Kopeinik Simone, Lex Elisabeth, Seitlinger Paul, Ley Tobias, Albert Dietrich

Supporting collaborative learning with tag recommendations: a real-world study in an inquiry-based classroom project

Proceedings of the 7th International Conference on Learning Analytics and Knowledge (LAK 2017), ACM, Vancouver, 2017

Konferenz
In online social learning environments, tagging has demonstratedits potential to facilitate search, to improve recommendationsand to foster reflection and learning.Studieshave shown that shared understanding needs to be establishedin the group as a prerequisite for learning. We hypothesisethat this can be fostered through tag recommendationstrategies that contribute to semantic stabilization.In this study, we investigate the application of two tag recommendersthat are inspired by models of human memory:(i) the base-level learning equation BLL and (ii) Minerva.BLL models the frequency and recency of tag use while Minervais based on frequency of tag use and semantic context.We test the impact of both tag recommenders on semanticstabilization in an online study with 56 students completinga group-based inquiry learning project in school. Wefind that displaying tags from other group members contributessignificantly to semantic stabilization in the group,as compared to a strategy where tags from the students’individual vocabularies are used. Testing for the accuracyof the different recommenders revealed that algorithms usingfrequency counts such as BLL performed better whenindividual tags were recommended. When group tags wererecommended, the Minerva algorithm performed better. Weconclude that tag recommenders, exposing learners to eachother’s tag choices by simulating search processes on learners’semantic memory structures, show potential to supportsemantic stabilization and thus, inquiry-based learning ingroups.
2017

Seitlinger Paul, Ley Tobias, Kowald Dominik, Theiler Dieter, Hasani-Mavriqi Ilire, Dennerlein Sebastian, Lex Elisabeth, Albert D.

Balancing the Fluency-Consistency Tradeoff in Collaborative Information Search Using a Recommender Approach

International Journal of Human-Computer Interaction, Constantine Stephanidis and Gavriel Salvendy , Taylor and Francis, 2017

Journal
Creative group work can be supported by collaborative search and annotation of Web resources. In this setting, it is important to help individuals both stay fluent in generating ideas of what to search next (i.e., maintain ideational fluency) and stay consistent in annotating resources (i.e., maintain organization). Based on a model of human memory, we hypothesize that sharing search results with other users, such as through bookmarks and social tags, prompts search processes in memory, which increase ideational fluency, but decrease the consistency of annotations, e.g., the reuse of tags for topically similar resources. To balance this tradeoff, we suggest the tag recommender SoMe, which is designed to simulate search of memory from user-specific tag-topic associations. An experimental field study (N = 18) in a workplace context finds evidence of the expected tradeoff and an advantage of SoMe over a conventional recommender in the collaborative setting. We conclude that sharing search results supports group creativity by increasing the ideational fluency, and that SoMe helps balancing the evidenced fluency-consistency tradeoff.
2017

Ruiz-Calleja Adolfo, Prieto Luis Pablo, Ley Tobias, Jesús Rodríguez Triana María , Dennerlein Sebastian

Learning Analytics for Professional and Workplace Learning: A Literature Review

EC-TEL 2017 EUROPEAN CONFERENCE ON TECHNOLOGY ENHANCED LEARNING, Springer, Tallinn, 2017

Konferenz
Despite the ubiquity of learning in the everyday life of most workplaces, the learning analytics community only has paid attention to such settings very recently. One probable reason for this oversight is the fact that learning in the workplace is often informal, hard to grasp and not univocally defined. This paper summarizes the state of the art of Workplace Learning Analytics (WPLA), extracted from a systematic literature review of five academic databases as well as other known sources in the WPLA community. Our analysis of existing proposals discusses particularly on the role of different conceptions of learning and their influence on the LA proposals’ design and technology choices. We end the paper by discussing opportunities for future work in this emergent field.
2016

Trattner Christoph, Kowald Dominik, Ley Tobias, Seitlinger Paul

Modeling Activation Processes in Human Memory to Predict the Reuse of Tags

The Journal of Web Science, James Finlay, NOW publishing, 2016

Journal
Several successful tag recommendation mechanisms have been developed, including algorithms built upon Collaborative Filtering, Tensor Factorization, graph-based and simple "most popular tags" approaches. From an economic perspective, the latter approach has been convincing since calculating frequencies is computationally efficient and effective with respect to different recommender evaluation metrics. In this paper, we introduce a tag recommendation algorithm that mimics the way humans draw on items in their long-term memory in order to extend these conventional "most popular tags" approaches. Based on a theory of human memory, the approach estimates a tag's reuse probability as a function of usage frequency and recency in the user's past (base-level activation) as well as of the current semantic context (associative component).Using four real-world folksonomies gathered from bookmarks in BibSonomy, CiteULike, Delicious and Flickr, we show how refining frequency-based estimates by considering recency and semantic context outperforms conventional "most popular tags" approaches and another existing and very effective but less theory-driven, time-dependent recommendation mechanism. By combining our approach with a simple resource-specific frequency analysis, our algorithm outperforms other well-established algorithms, such as Collaborative Filtering, FolkRank and Pairwise Interaction Tensor Factorization with respect to recommender accuracy and runtime. We conclude that our approach provides an accurate and computationally efficient model of a user's temporal tagging behavior. Moreover, we demonstrate how effective principles of recommender systems can be designed and implemented if human memory processes are taken into account.
2016

Dennerlein Sebastian, Treasure-Jones Tamsin, Lex Elisabeth, Ley Tobias

The role of collaboration and shared understanding in interprofessional teamwork

AMEE - International Conference of Medical Education 2016, AMEE 2016, 2016

Journal
Background: Teamworking, within and acrosshealthcare organisations, is essential to deliverexcellent integrated care. Drawing upon an alternationof collaborative and cooperative phases, we exploredthis teamworking and respective technologicalsupport within UK Primary Care. Participants usedBits&Pieces (B&P), a sensemaking tool for tracedexperiences that allows sharing results and mutuallyelaborating them: i.e. cooperating and/orcollaborating.Summary of Work: We conducted a two month-longcase study involving six healthcare professionals. InB&P, they reviewed organizational processes, whichrequired the involvement of different professions ineither collaborative and/or cooperative manner. Weused system-usage data, interviews and qualitativeanalysis to understand the interplay of teamworkingpracticeand technology.Summary of Results: Within our analysis we mainlyidentified cooperation phases. In a f2f-meeting,professionals collaboratively identified subtasks andassigned individuals leading collaboration on them.However, these subtasks were undertaken asindividual sensemaking efforts and finally combined(i.e. cooperation). We found few examples ofreciprocal interpretation processes (i.e. collaboration):e.g. discussing problems during sensemaking ormonitoring other’s sensemaking-outcomes to makesuggestions.Discussion: These patterns suggest that collaborationin healthcare often helps to construct a minimalshared understanding (SU) of subtasks to engage incooperation, where individuals trust in other’scompetencies and autonomous completion. However,we also found that professionals with positivecollaboration history and deepened SU were willing toundertake subtasks collaboratively. It seems thatacquiring such deepened SU of concepts andmethods, leads to benefits that motivate professionalsto collaborate more.Conclusion: Healthcare is a challenging environmentrequiring interprofessional work across organisations.For effective teamwork, a deepened SU is crucial andboth cooperation and collaboration are required.However, we found a tendency of staff to rely mainlyon cooperation when working in teams and not fullyexplore benefits of collaboration.Take Home Messages: To maximise benefits ofinterprofessional working, tools for teamworkingshould support both cooperation and collaborationprocesses and scaffold the move between them
2016

Dennerlein Sebastian, Ley Tobias, , Lex Elisabeth, Seitlinger Paul

Take up my Tags: Exploring Benefits of Collaborative Learning in a Social Tagging Field Study at the Workplace

European Conference on Technology Enhanced Learning (EC-TEL 2016), EC-TEL 2016, Springer-Verlag, Cham, 2016

Konferenz
In the digital realm, meaning making is reflected in the reciprocal manipulation of mediating artefacts. We understand uptake, i.e. interaction with and understanding of others’ artefact interpretations, as central mechanism and investigate its impact on individual and social learning at work. Results of our social tagging field study indicate that increased uptake of others’ tags is related to a higher shared understanding of collaborators as well as narrower and more elaborative exploration in individual information search. We attribute the social and individual impact to accommodative processes in the high uptake condition.
2015

Ruiz-Calleja Adolfo, Dennerlein Sebastian, Tomberg Vladimir , Ley Tobias , Theiler Dieter, Lex Elisabeth

Integrating data across workplace learning applications with a social semantic infrastructure

Proceedings of the International Conference on Web-based Learning, Springer International Publishing, Hong Kong, China, 2015

Konferenz
This paper presents our experiences using a social semantic infrastructure that implements a semantically-enriched Actor Artifact Network (AAN) to support informal learning at the workplace. Our previous research led us to define the Model of Scaling Informal Learning, to identify several common practices when learning happens at the workplace, and to propose a social semantic infrastructure able to support them. This paper shows this support by means of two illustrative examples where practitioners employed several applications integrated into the infrastructure. Thus, this paper clarifies how workplace learning processes can be supported with such infrastructure according to the aforementioned model. The initial analysis of these experiences gives promising results since it shows how the infrastructure mediates in the sharing of contextualized learning artifacts and how it builds up an AAN that makes explicit the relationships between actors and artifacts when learning at the workplace.
2015

Dennerlein Sebastian, Kowald Dominik, Lex Elisabeth, Lacic Emanuel, Theiler Dieter, Ley Tobias

The Social Semantic Server: A Flexible Framework to Support Informal Learning at the Workplace

In Proceedings of the 15th International Conference on Knowledge Technologies and Data-Driven Business, i-know 2015, ACM, Graz, Austria, 2015

Konferenz
Informal learning at the workplace includes a multitude of processes. Respective activities can be categorized into multiple perspectives on informal learning, such as reflection, sensemaking, help seeking and maturing of collective knowledge. Each perspective raises requirements with respect to the technical support, this is why an integrated solution relying on social, adaptive and semantic technologies is needed. In this paper, we present the Social Semantic Server, an extensible, open-source application server that equips clientside tools with services to support and scale informal learning at the workplace. More specifically, the Social Semantic Server semantically enriches social data that is created at the workplace in the context of user-to-user or user-artifact interactions. This enriched data can then in turn be exploited in informal learning scenarios to, e.g., foster help seeking by recommending collaborators, resources, or experts. Following the design-based research paradigm, the Social Semantic Server has been implemented based on design principles, which were derived from theories such as Distributed Cognition and Meaning Making. We illustrate the applicability and efficacy of the Social Semantic Server in the light of three real-world applications that have been developed using its social semantic services. Furthermore, we report preliminary results of two user studies that have been carried out recently.
2015

Ruiz-Calleja Adolfo, Dennerlein Sebastian, Tomberg Vladimir , Pata Kai, Ley Tobias, Theiler Dieter, Lex Elisabeth

Supporting learning analytics for informal workplace learning with a social semantic infrastructure

In Proceedings of the European Conference on Technology Enhanced Learning, Springer International Publishing (in press)., Springer, Toledo, Spain, 2015

Konferenz
This paper presents the potential of a social semantic infrastructure that implements an Actor Artifact Network (AAN) with the final goal of supporting learning analytics at the workplace. Two applications were built on top of such infrastructure and make use of the emerging relations of such a AAN. A preliminary evaluation shows that an AAN can be created out of the usage of both applications, thus opening the possibility to implement learning analytics at the workplace.
2015

Kowald Dominik, Kopeinik S., Seitlinger Paul, Trattner Christoph, Ley Tobias

Refining Frequency-Based Tag Reuse Predictions by Means of Time and Semantic Context

Mining, Modeling, and Recommending'Things' in Social Media, MSM'2015, Springer, 2015

Buch
In this paper, we introduce a tag recommendation algorithmthat mimics the way humans draw on items in their long-term memory.Based on a theory of human memory, the approach estimates a tag'sprobability being applied by a particular user as a function of usagefrequency and recency of the tag in the user's past. This probability isfurther refined by considering the inuence of the current semantic contextof the user's tagging situation. Using three real-world folksonomiesgathered from bookmarks in BibSonomy, CiteULike and Flickr, we showhow refining frequency-based estimates by considering usage recency andcontextual inuence outperforms conventional "most popular tags" approachesand another existing and very effective but less theory-driven,time-dependent recommendation mechanism.By combining our approach with a simple resource-specific frequencyanalysis, our algorithm outperforms other well-established algorithms,such as FolkRank, Pairwise Interaction Tensor Factorization and CollaborativeFiltering. We conclude that our approach provides an accurateand computationally efficient model of a user's temporal tagging behavior.We demonstrate how effective principles of recommender systemscan be designed and implemented if human memory processes are takeninto account.
2015

Kowald Dominik, Seitlinger Paul, Kopeinik Simone, Ley Tobias, Trattner Christoph

Forgetting the Words but Remembering the Meaning: Modeling Forgetting in a Verbal and Semantic Tag Recommender

Mining, Modeling, and Recommending'Things' in Social Media, MSM'2015, Springer, 2015

Buch
We assume that recommender systems are more successful,when they are based on a thorough understanding of how people processinformation. In the current paper we test this assumption in the contextof social tagging systems. Cognitive research on how people assign tagshas shown that they draw on two interconnected levels of knowledge intheir memory: on a conceptual level of semantic fields or LDA topics,and on a lexical level that turns patterns on the semantic level intowords. Another strand of tagging research reveals a strong impact oftime-dependent forgetting on users' tag choices, such that recently usedtags have a higher probability being reused than "older" tags. In thispaper, we align both strands by implementing a computational theory ofhuman memory that integrates the two-level conception and the processof forgetting in form of a tag recommender. Furthermore, we test theapproach in three large-scale social tagging datasets that are drawn fromBibSonomy, CiteULike and Flickr.As expected, our results reveal a selective effect of time: forgetting ismuch more pronounced on the lexical level of tags. Second, an extensiveevaluation based on this observation shows that a tag recommender interconnectingthe semantic and lexical level based on a theory of humancategorization and integrating time-dependent forgetting on the lexicallevel results in high accuracy predictions and outperforms other wellestablishedalgorithms, such as Collaborative Filtering, Pairwise InteractionTensor Factorization, FolkRank and two alternative time-dependentapproaches. We conclude that tag recommenders will benefit from goingbeyond the manifest level of word co-occurrences, and from includingforgetting processes on the lexical level.
2015

Lindstaedt Stefanie , Ley Tobias, Sack Harald

Proceedings of the 15th International Conference on Knowledge Technologies and Data-driven Business

i-KNOW '15 15th International Conference on Knowledge Technologies and Data-Driven Business, 2015

Buch
2015

Dennerlein Sebastian, Treasure Jones Tamsin, Tomberg Vladimir, Theiler Dieter, Lex Elisabeth, Ley Tobias

Making Sense of Informal Learning at the Workplace

AMEE - Conference (The Association for Medical Education in Europe), Glasgow, UK, 2015

Konferenz
Sensemaking at the workplace and in educational contexts has been extensively studied for decades. Interestingly, making sense out of the own wealth of learning experiences at the workplace has been widely ignored. To tackle this issue, we have implemented a novel sensemaking interface for healthcare professionals to support learning at the workplace. The proposed prototype supports remembering of informal experiences from episodic memory followed by sensemaking in semantic memory. Results from an initial study conducted as part of an iterative co-design process reveal the prototype is being perceived as useful and supportive for informal sensemaking by study participants from the healthcare domain. Furthermore, we find first evidence that re-evaluation of collected information is a potentially necessary process that needs further exploration to fully understand and support sensemaking of informal learning experiences.
2015

Seitlinger Paul, Kowald Dominik, Kopeinik Simone, Hasani-Mavriqi Ilire, Ley Tobias, Lex Elisabeth

Attention Please! A Hybrid Resource Recommender Mimicking Attention-Interpretation Dynamics

In 24rd International World Wide Web Conference, Web-Science Track, Aldo Gangemi, Stefano Leonardi and Alessandro Panconesi, ACM, Florence, 2015

Konferenz
Classic resource recommenders like Collaborative Filtering(CF) treat users as being just another entity, neglecting non-linear user-resource dynamics shaping attention and inter-pretation. In this paper, we propose a novel hybrid rec-ommendation strategy that re nes CF by capturing thesedynamics. The evaluation results reveal that our approachsubstantially improves CF and, depending on the dataset,successfully competes with a computationally much moreexpensive Matrix Factorization variant.
2015

Cook John, Ley Tobias, Maier Ronald, Mor Yishay, Santos Patricia, Lex Elisabeth, Dennerlein Sebastian, Trattner Christoph, Holley Debbie

Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services for Networked Professional Learning

In Proceedings of the International Conference on Smart Learning Environments 2015 (ICSLE 2015), Springer, Sinaia, Romania, 2015

Konferenz
In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN. We illustrate this approach with the example of Help Seeking for healthcare professionals.
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

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

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.
2013

Cook John, Santos Patricia, Ley Tobias, Dennerlein Sebastian, Pata Kai, Colley Joanna, Sandars John, Treasure-Jones Tamsin

D2. 1 Concept & Prototype Networked Scaffolding Layer

2013

2013

Ley Tobias, Cook John, Dennerlein Sebastian, Kravcik Milos, Kunzmann Christine, Laanpere Mart, Pata Kai, Purma Jukka, Sandars John, Santos Patricia, Schmidt Andreas

Scaling Informal Learning: An Integrative Systems View on Scaffolding at the Workplace

European Conference on Technology Enhanced Learning, Springer Berlin Heidelberg, 2013

While several technological advances have been suggested to scale learning at the workplace, none has been successful to scale informal learning. We review three theoretical discourses and suggest an integrated systems model of scaffolding informal workplace learning that has been created to tackle this challenge. We derive research questions that emerge from this model and illustrate these with an in-depth analysis of two workplace learning domains.
2013

Dennerlein Sebastian, Moskaliuk Johannes , Ley Tobias, Kump Barbara

Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment

Computers & Education, Pergamon, 2013

The co-evolution model of collaborative knowledge building by Cress & Kimmerle (2008)assumes that cognitive and social processes interact when users build knowledge with shareddigital artifacts. While these assumptions have been tested in various lab experiments, a testunder natural field conditions in educational settings has not been conducted. Here, wepresent a field experiment where we triggered knowledge co-evolution in an accommodationand an assimilation condition, and measured effects on student knowledge building outsidethe laboratory in the context of two university courses. Therefore, 48 students receiveddifferent kinds of prompts that triggered external accommodation and assimilation whilewriting a wiki text. Knowledge building was measured with a content analysis of the students‟texts and comments (externalization), and with concept maps and association tests(internalization). The findings reveal that (a) different modes of externalization(accommodation and assimilation) could be triggered with prompts, (b) across bothconditions, this externalization co-occurred with internalization (student learning), and (c)there is some evidence that external assimilation and accommodation had differential effectson internal assimilation and accommodation. Thus, the field experiment supports theassumptions of the co-evolution model in a realistic course setting. On a more general note,the study provides an example of how wikis can be used successfully for collaborativeknowledge building within educational contexts.
2010

Lindstaedt Stefanie , Kump Barbara, Beham Günter, Pammer-Schindler Viktoria, Ley Tobias, de Hoog R., Dotan A.

Providing Varying Degrees of Guidance for Work-Integrated Learning

Sustaining TEL: From Innovation to Learning and Practice, Proceedings of EC-TEL 2010, Wolpers, M., Kirschner, P. A., Scheffel, M., Lindstaedt, S. N., Dimitrova, V., Springer, 2010

Konferenz
2010

Ley Tobias, Kump Barbara, Albert D.

A Methodology for Eliciting, Modelling, and Evaluating Expert Knowledge for an Adaptive Work-integrated Learning System

International Journal of Human-Computer Studies, 2010

Journal
2010

Ley Tobias, Kump Barbara, Gerdenitsch C.

Scaffolding Self-directed Learning with Personalized Learning Goal Recommendations

Conference on User Modeling, Adaptation and Personalization - UMAP 2010, Springer, 2010

Konferenz
Adaptive scaffolding has been proposed as an efficient means for supporting self-directed learning both in educational as well as in adaptive learning systems research. However, the effects of adaptation on self-directed learning and the differential contributions of different adaptation models have not been systematically examined. In this paper, we examine whether personalized scaffolding in the learning process improves learning. We conducted a controlled lab study in which 29 students had to solve several tasks and learn with the help of an adaptive learning system in a within-subjects control condition design. In the learning process, participants obtained recommendations for learning goals from the system in three conditions: fixed scaffolding where learning goals were generated from the domain model, personalized scaffolding where these recommendations were ranked according to the user model, and random suggestions of learning goals (control condition). Students in the two experimental conditions clearly outperformed students in the control condition and felt better supported by the system. Additionally, students who received personalized scaffolding selected fewer learning goals than participants from the other groups.
2010

Ley Tobias, Seitlinger Paul

A Cognitive Perspective on Emergent Semantics in Collaborative Tagging: The Basic Level Effect

International Workshop on Adaptation in Social and Semantic Web - SASWeb 2010, Cena, F., Dattolo, A., Kleanthous, S., Tasso, C., Vallejo, D. B., Vassileva, J. , CEUR Workshop Proceedings, 2010

Konferenz
Researching the emergence of semantics in social systems needs totake into account how users process information in their cognitive system. Wereport results of an experimental study in which we examined the interactionbetween individual expertise and the basic level advantage in collaborative tagging.The basic level advantage describes availability in memory of certain preferredlevels of taxonomic abstraction when categorizing objects and has beenshown to vary with level of expertise. In the study, groups of students taggedinternet resources for a 10-week period. We measured the availability of tags inmemory with an association test and a relevance rating and found a basic leveladvantage for tags from more general as opposed to specific levels of the taxonomy.An interaction with expertise also emerged. Contrary to our expectations,groups that spent less time to develop a shared understanding shifted tomore specific levels as compared to groups that spent more time on a topic. Weattribute this to impaired collaboration in the groups. We discuss implicationsfor personalized tag and resource recommendations.
2010

Beham Günter, Kump Barbara, Lindstaedt Stefanie , Ley Tobias

Recommending Knowledgeable People in a Work-Integrated Learning System

1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2010), 2010

Konferenz
2009

Weber Nicolas, Ley Tobias, Lindstaedt Stefanie , Schoefegger K., Bimrose J., Brown A., Barnes S.

Knowledge Maturing in the Semantic MediaWiki: A design study in career guidance

Lecture Notes in Computer Science 5794, Cress, U., Dimitrova, V., Specht, M., Springer, 2009

Konferenz
2009

Schoefegger K., Weber Nicolas, Lindstaedt Stefanie , Ley Tobias

KNOWLEDGE MATURING SERVICES Supporting Knowledge Maturing in Organisational Environments

Knowledge Science, Engineering and Management, Third International Conference, KSEM 2009, Karagiannis, D., Jinpeng, Z., Springer, 2009

Konferenz
2007

Kooken J., Ley Tobias, de Hoog R.

How Do People Learn at the Workplace? Investigating Four Workplace Learning Assumptions

in: Duval, E., Klamma, R., Wolpers, M. (Eds.), Creating New Learning Experiences on a Global Scale (LNCS, Volume 4753), Springer, Heidelberg, 2007

Journal
Any software development project is based on assumptions about the state of the world that probably will hold when it is fielded. Investigating whether they are true can be seen as an important task. This paper describes how an empirical investigation was designed and conducted for the EU funded APOSDLE project. This project aims at supporting informal learning during work. Four basic assumptions are derived from the project plan and subsequently investigated in a two-phase study using several methods, including workplace observations and a survey. The results show that most of the assumptions are valid in the current work context of knowledge workers. In addition more specific suggestions for the design of the prospective APOSDLE application could be derived. Though requiring a substantial effort, carrying out studies like this can be seen as important for longer term software development projects.
2005

Ley Tobias, Lindstaedt Stefanie , Albert D.

Supporting Competency Development in Informal Workplace Learning

Lecture Notes in Artificial Intelligence, Althoff, K.-D., Dengel, A., Bergmann, R., Nick, M., Roth-Berghofer, T., Springer, Heidelberg, 2005

Konferenz
This paper seeks to suggest ways to support informal, self-directed, work-integrated learning within organizations. We focus on a special type of learning in organizations, namely on competency development, that is a purposeful development of employee capabilities to perform well in a large array of situations. As competency development is inherently a self-directed development activity, we seek to support these activities primarily in an informal learning context. AD-HOC environments which allow employees context specific access to documents in a knowledge repository have been suggested to support learning in the workplace. In this paper, we suggest to use the competence performance framework as a means to enhance the capabilities of AD HOC environments to support competency development. The framework formalizes the tasks employees are working in and the competencies needed to perform the tasks. Relating tasks and competencies results in a competence performance structure, which structures both tasks and competencies in terms of learning prerequisites. We conclude with two scenarios that make use of methods established in informal learning research. The scenarios show how competence performance structures enhance feedback mechanisms in a coaching process between supervisor and employee and provide assistance for self directed learning from a knowledge repository.
2004

Ley Tobias

Management Intellektuellen Kapitals: Eine sozial-interaktive Perspektive

In Wyssusek, B. (Ed.): Wissensmanagement komplex : Perspektiven und soziale Praxis, Schmidt, Berlin, 2004

Buch
2004

Ley Tobias, Albert D.

Quality Criteria for Competency Assignments: Examples from a Project Management Case Study

Proceedings of Informatik 2004 - 34. Jahrestagung der Gesellschaft für Informatik, Gesellschaft für Informatik, Ulm/Germany, 2004

Konferenz
2004

Lindstaedt Stefanie , Farmer J., Ley Tobias

Betriebliche Weiterbildung

CSCL-Kompendium - Lehr- und Handbuch für das computerunterstützte kooperative Lernen, Haake, J., Schwabe, G., Wessner, M., Oldenbourg Wissenschaftsverlag, München,Germany, 2004

Buch
2003

Ley Tobias

Measuring Intellectual Capital: Experiences and Reconsiderations

Wissensmanagement 2003 - 2. Konferenz Professionelles Wissensmanagement, 2.-4.4.2003, Reimer, U., Abecker, A., Staab, S., Stumme, G., Luzern, Schweiz, 2003

Konferenz
2003

Woels K., Kirchpal S., Ley Tobias

Skills Management - An 'all-purpose' tool?

In Proceedings of I-Know 03 - Third International Conference on Knowledge Management, Springer, Graz, Austria, 2003

Konferenz
2003

Ley Tobias, Albert D.

Kompetenzmanagement als formalisierbare Abbildung von Wissen und Handeln für das Personalwesen

Wissensmanagement – psychologische Perspektiven und Redefinitionen. Wirtschaftspsychologie Themenheft, 5, 3, Wehner, T., Dick, M., Pabst Science Publishers, 2003

Journal
2003

Ley Tobias, Albert D.

JUCS Special Issue: Skills Management - Managing Competencies in the Knowledg-based Economy

Journal of Universal Computer Science, Special Issue, Springer, 2003

Journal
2003

Ley Tobias, Albert D.

Identifying Employee Competencies in Dynamic Work Domains: Methodological Considerations and a Case Study

Journal of Universal Computer Science, Special Issue, Springer Verlag, 2003

Journal
We present a formalisation for employee competencies which is based on a psychological framework separating the overt behavioural level from the underlying competence level. On the competence level, employees draw on action potentials (knowledge, skills and abilities) which in a given situation produce performance outcomes on the behavioural level. Our conception is based on the competence performance approach by [Korossy 1997] and [Korossy 1999] which uses mathematical structures to establish prerequisite relations on the competence and the performance level. From this framework, a methodology for assessing competencies in dynamic work domains is developed which utilises documents employees have created to assess the competencies they have been acquiring. By means of a case study, we show how the methodology and the resulting structures can be validated in an organisational setting. From the resulting structures, employee competency profiles can be derived and development planning can be supported. The structures also provide the means for making inferences within the competency assessment process which in turn facilitates continuous updating of competency profiles and maintenance of the structures.
2003

Clancy J.M. , Elliott G., Ley Tobias, Odomei M.M., Wearing A.J., McLennan J., Thorsteinsson E.B.

Command Style and Team Performance in Dynamic Decision-Making Tasks

In: S. L. Schneider and J. Shanteau (Eds.). Emerging Perspectives on Judgment and Decision Research, S. L. Schneider & J. Shanteau, Cambridge University Press, 2003

Journal
2002

Ley Tobias, Rollett H., Dösinger G., Bruhnsen K., Droschl G.

Implementing Instruments for Managing Intellectual Capital: Three Case Studies and Some Lessons Learned

In Proceedings of the Third European Conference on Knowledge Management, September 24-25, Dublin, Ireland, 2002

Konferenz
2002

Dösinger G., Ley Tobias

Wissensbilanzen als ein Instrument zum Management Intellektuellen Kapitals

TELEMATIK 03/2002, Telematik Ingenieur Verband, Graz, Austria, 2002

Journal
2002

Ley Tobias, Ulbrich Armin

Achieving benefits through integrating eLearning and Strategic Knowledge Management

International Workshop on Interactive Computer Aided Learning, Interactive Computer Aided Learning (ICL), Villach, Austria, 2002

Konferenz
2001

Ley Tobias, Rollett H.

Wissensmanagement, Management intellektuellen Kapitals und eLearning: Alleinstellungsmerkmale und Zusammenhänge

In Kurt Bauknecht, Wilfried Brauer, and Thomas Mück, editors, Informatik 2001, Tagungsband der GI/OCG-Jahrestagung, Österreichische Computer Gessellschaft, Wien, Austria, 2001

Konferenz
2001

Rollett H., Ley Tobias

Supporting knowledge creation: Towards a tool for explicating and sharing mental models

In D. Remenyi, editor, Proceedings of the Second European Conference on Knowledge Management, IEDC-Bled School of Management, Management Centre International Limited, Bled, Slovenia, 2001

Konferenz
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