Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2018

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

Konferenz
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.
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
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.
2016

Lindstaedt Stefanie , Ley Tobias, Klamma Ralf, Wild Fridolin

Learning analytics for workplace and professional learning

Proceedings of the Sixth International Conference on Learning Analytics & Knowledge, ACM, 2016

Konferenz
Recognizing the need for addressing the rather fragmented character of research in this field, we have held a workshop on learning analytics for workplace and professional learning at the Learning Analytics and Knowledge (LAK) Conference. The workshop has taken a broad perspective, encompassing approaches from a number of previous traditions, such as adaptive learning, professional online communities, workplace learning and performance analytics. Being co-located with the LAK conference has provided an ideal venue for addressing common challenges and for benefiting from the strong research on learning analytics in other sectors that LAK has established. Learning Analytics for Workplace and Professional Learning is now on the research agenda of several ongoing EU projects, and therefore a number of follow-up activities are planned for strengthening integration in this emerging field.
2016

Ayris Paul, Berthou Jean-Yves, Bruce Rachel, Lindstaedt Stefanie , Monreale Anna, Mons Barend, Murayama Yasuhiro, Södegard Caj, Tochtermann Klaus, Wilkinson Ross

Realising the European open science cloud

European Union, 2016

The European Open Science Cloud (EOSC) aims to accelerate and support the current transition to more effective Open Science and Open Innovation in the Digital Single Market. It should enable trusted access to services, systems and the re-use of shared scientific data across disciplinary, social and geographical borders. This report approaches the EOSC as a federated environment for scientific data sharing and re-use, based on existing and emerging elements in the Member States, with light-weight international guidance and governance, and a large degree of freedom regarding practical implementation.
2015

Kraker Peter, Lindstaedt Stefanie , Schlögl C., Jack K.

Visualization of co-readership patterns from an online reference management system

Journal of Informetrics, Elsevier, NULL, 2015

Journal
In this paper, we analyze the adequacy and applicability of readership statistics recorded in social reference management systems for creating knowledge domain visualizations. First, we investigate the distribution of subject areas in user libraries of educational technology researchers on Mendeley. The results show that around 69% of the publications in an average user library can be attributed to a single subject area. Then, we use co-readership patterns to map the field of educational technology. The resulting visualization prototype, based on the most read publications in this field on Mendeley, reveals 13 topic areas of educational technology research. The visualization is a recent representation of the field: 80% of the publications included were published within ten years of data collection. The characteristics of the readers, however, introduce certain biases to the visualization. Knowledge domain visualizations based on readership statistics are therefore multifaceted and timely, but it is important that the characteristics of the underlying sample are made transparent.
2015

Kraker Peter, Schlögl Christian, Jack Kris, Lindstaedt Stefanie

The Quest for Keeping an Overview: Knowledge Domain Visualizations based on Co-Readership Patterns

2015

Given the enormous amount of scientific knowledge that is produced each and every day, the need for better ways of gaining–and keeping–an overview of research fields is becoming more and more apparent. In a recent paper published in the Journal of Informetrics [1], we analyze the adequacy and applicability of readership statistics recorded in social reference management systems for creating such overviews. First, we investigated the distribution of subject areas in user libraries of educational technology researchers on Mendeley. The results show that around 69% of the publications in an average user library can be attributed to a single subject area. Then, we used co-readership patterns to map the field of educational technology. The resulting knowledge domain visualization, based on the most read publications in this field on Mendeley, reveals 13 topic areas of educational technology research. The visualization is a recent representation of the field: 80% of the publications included were published within ten years of data collection. The characteristics of the readers, however, introduce certain biases to the visualization. Knowledge domain visualizations based on readership statistics are therefore multifaceted and timely, but it is important that the characteristics of the underlying sample are made transparent.
2015

Dennerlein_Bildungskarenz Sebastian, Theiler Dieter, Marton Peter, Lindstaedt Stefanie , Lex Elisabeth, Santos Patricia, Cook John

KnowBrain: An Online Social Knowledge Repository for Informal Workplace Learning

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

Konferenz
We present KnowBrain (KB), an open source Dropbox-like knowledge repository with social features for informal workplace learning. KB enables users (i) to share and collaboratively structure knowledge, (ii) to access knowledge via sophisticated content- and metadatabased search and recommendation, and (iii) to discuss artefacts by means of multimedia-enriched Q&A. As such, KB can support, integrate and foster various collaborative learning processes related to daily work-tasks.
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

Kraker Peter, Schlögl C. , Jack K., Lindstaedt Stefanie

The Quest for Keeping an Overview: Knowledge Domain Visualizations based on Co-Readership Patterns

In: Science 2.0, IEEE Computer Society Special Technical Community on Social Networking E-Letter, vol. 3, no. 1, 2015

Journal
Given the enormous amount of scientific knowledgethat is produced each and every day, the need for better waysof gaining – and keeping – an overview of research fields isbecoming more and more apparent. In a recent paper publishedin the Journal of Informetrics [1], we analyze the adequacy andapplicability of readership statistics recorded in social referencemanagement systems for creating such overviews. First, weinvestigated the distribution of subject areas in user librariesof educational technology researchers on Mendeley. The resultsshow that around 69% of the publications in an average userlibrary can be attributed to a single subject area. Then, we usedco-readership patterns to map the field of educational technology.The resulting knowledge domain visualization, based on the mostread publications in this field on Mendeley, reveals 13 topicareas of educational technology research. The visualization isa recent representation of the field: 80% of the publicationsincluded were published within ten years of data collection. Thecharacteristics of the readers, however, introduce certain biasesto the visualization. Knowledge domain visualizations based onreadership statistics are therefore multifaceted and timely, but itis important that the characteristics of the underlying sample aremade transparent.
2014

Stegmaier Florian, Seifert Christin, Kern Roman, Höfler Patrick, Bayerl Sebastian, Granitzer Michael, Kosch Harald, Lindstaedt Stefanie , Mutlu Belgin, Sabol Vedran, Schlegel Kai

Unleashing semantics of research data

Specifying Big Data Benchmarks, Springer, Berlin, Heidelberg, 2014

Buch
Research depends to a large degree on the availability and quality of primary research data, i.e., data generated through experiments and evaluations. While the Web in general and Linked Data in particular provide a platform and the necessary technologies for sharing, managing and utilizing research data, an ecosystem supporting those tasks is still missing. The vision of the CODE project is the establishment of a sophisticated ecosystem for Linked Data. Here, the extraction of knowledge encapsulated in scientific research paper along with its public release as Linked Data serves as the major use case. Further, Visual Analytics approaches empower end users to analyse, integrate and organize data. During these tasks, specific Big Data issues are present.
2013

Kraker Peter, Trattner Christoph, Jack Kris, Lindstaedt Stefanie , Schlgl Christian

Head Start: Improving Academic Literature Search with Overview Visualizations based on Readership Statistics

Web Science 2013, 2013

Konferenz
At the beginning of a scientific study, it is usually quite hardto get an overview of a research field. We aim to addressthis problem of classic literature search using web data. Inthis extended abstract, we present work-in-progress on aninteractive visualization of research fields based on readershipstatistics from the social reference management systemMendeley. To that end, we use library co-occurrences as ameasure of subject similarity. In a first evaluation, we findthat the visualization covers current research areas withineducational technology but presents a view that is biasedby the characteristics of readers. With our presentation, wehope to elicit feedback from the Websci’13 audience on (1)the usefulness of the prototype, and (2) how to overcomethe aforementioned biases using collaborative constructiontechniques.
2013

Höfler Patrick, Granitzer Michael, Sabol Vedran, Lindstaedt Stefanie

Linked Data Query Wizard: A Tabular Interface for the Semantic Web

ESWC 2013, LNCS 7882, P. Cimiano et al., Springer, Heidelberg, 2013

Konferenz
Linked Data has become an essential part of the Semantic Web. A lot of Linked Data is already available in the Linked Open Data cloud, which keeps growing due to an influx of new data from research and open government activities. However, it is still quite difficult to access this wealth of semantically enriched data directly without having in-depth knowledge about SPARQL and related semantic technologies. In this paper, we present the Linked Data Query Wizard, a prototype that provides a Linked Data interface for non-expert users, focusing on keyword search as an entry point and a tabular interface providing simple functionality for filtering and exploration.
2013

Breitweiser Christian, Terbu Oliver, Holzinger Andreas, Brunner Clemens, Lindstaedt Stefanie , Müller-Putz Gernot

iScope - Viewing Biosignals on Mobile Devices.

Joint International Conference on Pervasive Computing and the Networked World, Qiaohong Zu, Bo Hu, Atilla Elçi , Springer, 2013

Journal
We developed an iOS based application called iScope to monitor biosignals online. iScope is able to receive different signal types via a wireless network connection and is able to present them in the time or the frequency domain. Thus it is possible to inspect recorded data immediately during the recording process and detect potential artifacts early without the need to carry around heavy equipment like laptops or complete PC workstations. The iScope app has been tested during various measurements on the iPhone 3GS as well as on the iPad 1 and is fully functional.
2012

Kump Barbara, Seifer Christin, Beham Günter, Lindstaedt Stefanie , Ley Tobias

Seeing What the System Thinks You Know - Visualizing Evidence in an Open Learner Model

Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, ACM, Canada, 2012

User knowledge levels in adaptive learning systems can be assessed based on user interactions that are interpreted as Knowledge Indicating Events (KIE). Such an approach makes complex inferences that may be hard to understand for users, and that are not necessarily accurate. We present MyExperiences, an open learner model designed for showing the users the inferences about them, as well as the underlying data. MyExperiences is one of the first open learner models based on tree maps. It constitutes an example of how research into open learner models and information visualization can be combined in an innovative way.
2012

Drachsler Hendrik, Verbert Katrien, Manouselis Nikos, Vuorikari Riina, Wolpers Martin, Lindstaedt Stefanie

Preface [Special issue on dataTEL–Data Supported Research in Technology-Enhanced Learning]

Int. J. Technology Enhanced Learning, 2012

Journal
Technology Enhanced Learning is undergoing a significant shift in paradigm towards more data driven systems that will make educational systems more transparent and predictable. Data science and data-driven tools will change the evaluation of educational practice and didactical interventions for individual learners and educational institutions. We summarise these developments and new challenges in the preface of this Special Issue under the keyword dataTEL that stands for ‘Data-Supported Technology-Enhanced Learning’.
2012

Seitlinger Christian, Schöfegger Karin, Lindstaedt Stefanie , Ley Tobias

Community-orientiertes Lernen

CSCL-Kompendium-Lehr-und Handbuch zum computerunterstützten kooperativen Lernen, Oldenburg, 2012

Buch
2012

Pammer-Schindler Viktoria, Kump Barbara, Lindstaedt Stefanie

Tag-based algorithms can predict human ratings of which objects a picture shows

Multimedia Tools and Applications, Springer US, 2012

Journal
Collaborative tagging platforms allow users to describe resources with freely chosen keywords, so called tags. The meaning of a tag as well as the precise relation between a tag and the tagged resource are left open for interpretation to the user. Although human users mostly have a fair chance at interpreting this relation, machines do not. In this paper we study the characteristics of the problem to identify descriptive tags, i.e. tags that relate to visible objects in a picture. We investigate the feasibility of using a tag-based algorithm, i.e. an algorithm that ignores actual picture content, to tackle the problem. Given the theoretical feasibility of a well-performing tag-based algorithm, which we show via an optimal algorithm, we describe the implementation and evaluation of a WordNet-based algorithm as proof-of-concept. These two investigations lead to the conclusion that even relatively simple and fast tag-based algorithms can yet predict human ratings of which objects a picture shows. Finally, we discuss the inherent difficulty both humans and machines have when deciding whether a tag is descriptive or not. Based on a qualitative analysis, we distinguish between definitional disagreement, difference in knowledge, disambiguation and difference in perception as reasons for disagreement between raters.
2011

Lindstaedt Stefanie , Kraker Peter, Wild Fridolin, Ullmann Thomas, Duval Erik, Parra Gonzalo

First experiences with a Science 2.0 infrastructure

2011

This deliverable reports on first usage experiences and evaluations of the STELLAR Science 2.0 Infrastructure. Usage experiences were available predominantly for the "mature" part of the infrastructure provided by standard Web 2.0 tools adapted to STELLAR needs. Evaluations are provided for newly developed tools. We first provide an overview of the whole STELLAR Science 2.0 Infrastructure and the relationships between the building blocks. While the individual building blocks already benefit researchers, the integration between them is the key for a positive usage experience. The publication meta data ecosystem for example provides researchers with an easy to retrieve set of TEL related data. Tools like the ScienceTable, Muse, the STELLAR latest publication widget, and the STELLAR BuRST search show already several scenarios of how to make use of this infrastructure. Especially a strong focus on anlytical tools based on publication and social media data seem useful. In order to highlight the relevance of the infrastructure to the individual capacitiy building activties within STELLAR, the usage experiences of individual building blocks are then reported with respect to Researcher Capacity (e.g. Deliverable Wikis, More! application), Doctoral Academy Capacity (e.g. DoCoP), Community Level Capacity (e.g TELeurope), and Leadership Capacity (e.g. Meeting of Minds, Podcast Series). Here we draw from 11 scientific papers published. The reader will find an overview of all these papers in the Appendix. Based on the usage experiences and evaluations we have identified a number of ideas which might be worth considering for future developments. For example, the experiences gained with the Deliverable Wikis show how the modification of the standard Wiki history can provide useful analytical insights into the collaboration of living deliverables and can return the focus on authorship (which is intentionally masked in Wikis, because of their strong notion on the product and not on authors). We conclude with main findings and an outlook on the development plan and evaluation plan which are currently being developed and which will influence D6.6. Particularly, we close with the notion of a Personal Research Environment (PRE) which draws from the concept of Personal Learning Environments (PLE).
2011

Lindstaedt Stefanie , Kump Barbara, Rath Andreas S.

Context-Aware Recommendation for Work-Integrated Learning

Context and Semantics for Knowledge Management. Technologies for Personal Productivity, Warren, P., Davies, J., Simperl, E., Springer, 2011

Journal
Within this chapter we first outline the important role learning plays within knowledge work and its impact on productivity. As a theoretical background we introduce the paradigm of Work-Integrated Learning (WIL) which conceptualizes informal learning at the workplace and takes place tightly intertwined with the execution of work tasks. Based on a variety of in-depth knowledge work studies we identify key requirements for the design of work-integrated learning support. Our focus is on providing learning support during the execution of work tasks (instead of beforehand), within the work environment of the user (instead of within a separate learning system), and by repurposing content for learning which was not originally intended for learning (instead of relying on the expensive manual creation of learning material). In order to satisfy these requirements we developed a number of context-aware knowledge services. These services integrate semantic technologies with statistical approaches which perform well in the face of uncertainty. These hybrid knowledge services include the automatic detection of a user’s work task, the ‘inference’ of the user’s competencies based on her past activities, context-aware recommendation of content and colleagues, learning opportunities, etc. A summary of a 3 month in-depth summative workplace evaluation at three testbed sites concludes the chapter.
2011

Erdmann Michael, Hansch Daniel, Pammer-Schindler Viktoria, Rospocher Marco, Ghidini Chiara, Lindstaedt Stefanie , Serafini Luciano

Applications of Semantic Wikis - Bringing Complementary Models and People Together: A Semantic Wiki for Enterprise Process and Application Modelling

Context and Semantics for Knowledge Management}, Warren, P., Davies, J., Simperl, E., Springer, 2011

Journal
This chapter describes some extensions to and applications of the Semantic MediaWiki. It complements the discussion of the SMW in Chap. 3. Semantic enterprise wikis combine the strengths of traditional content management systems, databases, semantic knowledge management systems and collaborative Web 2.0 platforms. Section 12.1 presents SMW+, a product for developing semantic enterprise applications. The section describes a number of real-world applications that are realized with SMW+. These include content management, project management and semantic data integration. Section 12.2 presents MoKi, a semantic wiki for modeling enterprise processes and application domains. Example applications of MoKi include modeling tasks and topics for work-integrated learning, collaboratively building an ontology and modeling clinical protocols. The chapter illustrates the wealth of activities which semantic wikis support.
2011

Kump Barbara, Knipfer Kristin, Pammer-Schindler Viktoria, Schmidt Andreas, Maier Ronald, Kunzmann Christine, Cress Ulrike, Lindstaedt Stefanie

The role of Reflection in Maturing Organizational Know-how

Proceedings of the 1st European Workshop on Awareness and Reflection in Learning Networks, Palermo, Italy, September 21, 2011, Reinhardt, W., Ullmann, T. D., Scott, P., Pammer, V., Conlan, O., Berlanga, A., 2011

Konferenz
The Knowledge Maturing Phase Model has been presented as a model aligning knowledge management and organizational learning. The core argument underlying the present paper is that maturing organizational knowhow requires individual and collaborative reflection at work. We present an explorative interview study that analyzes reflection at the workplace in four organizations in different European countries. Our qualitative findings suggest that reflection is not equally self-evident in different settings. A deeper analysis of the findings leads to the hypothesis that different levels of maturity of processes come along with different expectations towards the workers with regard to compliance and flexibility, and to different ways of how learning at work takes place. Furthermore, reflection in situations where the processes are in early maturing phases seems to lead to consolidation of best practice, while reflection in situations where processes are highly standardized may lead to a modification of these standard processes. Therefore, in order to support the maturing of organizational know-how by providing reflection support, one should take into account the degree of standardisation of the processes in the target group.
2011

Granitzer Michael, Lindstaedt Stefanie

Knowledge Work : Knowledge Worker Productivity , Collaboration and User Support

J.UCS - Journal of Universal Computer Science, 2011

Journal
2011

Kraker Peter, Wagner Claudia, Jeanquartier Fleur, Lindstaedt Stefanie

On the Way to a Science Intelligence: Visualizing TEL Tweets for Trend Detection

Sixth European Conference on Technology Enhanced Learning (EC-TEL 2011), Springer, 2011

Konferenz
This paper presents an adaptable system for detecting trends based on the micro-blogging service Twitter, and sets out to explore to what extent such a tool can support researchers. Twitter has high uptake in the scientific community, but there is a need for a means of extracting the most important topics from a Twitter stream. There are too many tweets to read them all, and there is no organized way of keeping up with the backlog. Following the cues of visual analytics, we use visualizations to show both the temporal evolution of topics, and the relations between different topics. The Twitter Trend Detection was evaluated in the domain of Technology Enhanced Learning (TEL). The evaluation results indicate that our prototype supports trend detection but reveals the need for refined preprocessing, and further zooming and filtering facilities.
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
We present a work-integrated learning (WIL) concept which aims atempowering employees to learn while performing their work tasks. Withinthree usage scenarios we introduce the APOSDLE environment whichembodies the WIL concept and helps knowledge workers move fluidly alongthe whole spectrum of WIL activities. By doing so, they are experiencingvarying degrees of learning guidance: from building awareness, over exposingknowledge structures and contextualizing cooperation, to triggering reflectionand systematic competence development. Four key APOSDLE components areresponsible for providing this variety of learning guidance. The challenge intheir design lies in offering learning guidance without being domain-specificand without relying on manually created learning content. Our three monthsummative workplace evaluation within three application organizationssuggests that learners prefer awarenss building functionalities and descriptivelearning guidance and reveals that they benefited from it.
2010

Beham Günter, Lindstaedt Stefanie , Ley Tobias, Kump Barbara, Seifert C.

MyExperiences: Visualizing Evidence in an Open Learner Model

Adjunct Proceedings of the 18th Conference on User Modeling, Adaptation, and Personaization, Posters and Demonstrations, Bohnert, B., Quiroga, L. M., 2010

Journal
When inferring a user’s knowledge state from naturally occurringinteractions in adaptive learning systems, one has to makes complexassumptions that may be hard to understand for users. We suggestMyExperiences, an open learner model designed for these specificrequirements. MyExperiences is based on some of the key design principles ofinformation visualization to help users understand the complex information inthe learner model. It further allows users to edit their learner models in order toimprove the accuracy of the information represented there.
2010

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

Konferenz
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.
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
According to studies into learning at work, interpersonal help seeking is the most important strategy of how people acquireknowledge at their workplaces. Finding knowledgeable persons, however, can often be difficult for several reasons. Expertfinding systems can support the process of identifying knowledgeable colleagues thus facilitating communication andcollaboration within an organization. In order to provide the expert finding functionality, an underlying user model is needed thatrepresents the characteristics of each individual user. In our article we discuss requirements for user models for the workintegratedlearning (WIL) situation. Then, we present the APOSDLE People Recommender Service which is based on anunderlying domain model, and on the APOSDLE User Model. We describe the APOSDLE People Recommender Service on thebasis of the Intuitive Domain Model of expert finding systems, and explain how this service can support interpersonal helpseeking at workplaces.
2010

Lindstaedt Stefanie , Beham Günter, Stern Hermann, Drachsler H., Bogers T., Vuorikari R., Verbert K., Duval E., Manouselis N., Friedrich M., Wolpers M.

dataTEL - Issues and Considerations regarding Sharable Data Sets for Recommender Systems in Technology Enhanced Learning

1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2010), Procedia Computer Science, Elsevier, 2010

Konferenz
This paper raises the issue of missing data sets for recommender systems in Technology Enhanced Learning that can be used asbenchmarks to compare different recommendation approaches. It discusses how suitable data sets could be created according tosome initial suggestions, and investigates a number of steps that may be followed in order to develop reference data sets that willbe adopted and reused within a scientific community. In addition, policies are discussed that are needed to enhance sharing ofdata sets by taking into account legal protection rights. Finally, an initial elaboration of a representation and exchange format forsharable TEL data sets is carried out. The paper concludes with future research needs.
2010

Wolpers Martin, Kirschner Paul A., Scheffel Maren, Lindstaedt Stefanie , Dimitrova Vania

Sustaining TEL: From Innovation to Learning and Practice

Springer Verlag, Wolpers, M., Kirschner, P. A., Scheffel, M., Lindstaedt, S. N., Dimitrova, V. , Springer, 2010

Buch
2010

Lindstaedt Stefanie , Rath Andreas S., Devaurs Didier

Studying the Factors Influencing Automatic User Task Detection on the Computer Desktop

Sustaining TEL: From Innovation to Learning and Practice, Lecture Notes in Computer Science, Springer, 2010

. Supporting learning activities during work has gained momentum fororganizations since work-integrated learning (WIL) has been shown to increaseproductivity of knowledge workers. WIL aims at fostering learning at the workplace,during work, for enhancing task performance. A key challenge for enablingtask-specific, contextualized, personalized learning and work support is to automaticallydetect the user’s task. In this paper we utilize our ontology-based usertask detection approach for studying the factors influencing task detection performance.We describe three laboratory experiments we have performed in twodomains including over 40 users and more than 500 recorded task executions.The insights gained from our evaluation are: (i) the J48 decision tree and Na¨ıveBayes classifiers perform best, (ii) six features can be isolated, which providegood classification accuracy, (iii) knowledge-intensive tasks can be classified aswell as routine tasks and (iv) a classifier trained by experts on standardized taskscan be used to classify users’ personal tasks.
2010

Lindstaedt Stefanie , Duval E., Ullmann T.D., Wild F., Scott P.

Proceedings of the 2nd International Workshop on Research 2.0

CEUR Workshop Proceedings, CEUR-WS, 2010

Buch
Research2.0 is in essence a Web2.0 approach to how we do research. Research2.0 creates conversations between researchers, enables them to discuss their findings and connects them with others. Thus, Research2.0 can accelerate the diffusion of knowledge.ChallengesAs concluded during the workshop, at least four challenges are vital for future research.The first area is concerned with availability of data. Access to sanitized data and conventions on how to describe publication-related metadata provided from divergent sources are enablers for researchers to develop new views on their publications and their research area. Additional, social media data gain more and more attention. Reaching a widespread agreement about this for the field of technology-enhanced learning would be already a major step, but it is also important to focus on the next steps: what are success-critical added values driving uptake in the research community as a whole?The second area of challenges is seen in Research 2.0 practices. As technology-enhanced learning is a multidisciplinary field, practices developed in one area could be valuable for others. To extract the essence of successful multidisciplinary Research 2.0 practice though, multidimensional and longitudinal empirical work is needed. It is also an open question, if we should support practice by fostering the usage of existing tools or the development of new tools, which follow Research 2.0 principles. What makes a practice sustainable? What are the driving factors?The third challenge deals with impact. What are criteria of impact for research results (and other research artefacts) published on the Web? How can this be related to the publishing world appearing in print? Is a link equal to a citation or a download equal to a subscription? Can we develop a Research 2.0 specific position on impact measurement? This includes questions of authority, quality and re-evaluation of quality, and trust.The tension between openness and privacy spans the fourth challenge. The functionality of mash-ups often relies on the use of third-party services. What happens with the data, if this source is no longer available? What about hidden exchange of data among backend services?
2010

Scheir Peter, Prettenhofer Peter, Lindstaedt Stefanie , Ghidini Chiara

An associative and adaptive network model for information retrieval in the Semantic Web

Progressive Concepts for Semantic Web Evolution: Applications and Developments, IGI Global, 2010

Buch
While it is agreed that semantic enrichment of resources would lead to better search results, at present the low coverage of resources on the web with semantic information presents a major hurdle in realizing the vision of search on the Semantic Web. To address this problem, this chapter investigates how to improve retrieval performance in settings where resources are sparsely annotated with semantic information. Techniques from soft computing are employed to find relevant material that was not originally annotated with the concepts used in a query. The authors present an associative retrieval model for the Semantic Web and evaluate if and to which extent the use of associative retrieval techniques increases retrieval performance. In addition, the authors present recent work on adapting the network structure based on relevance feedback by the user to further improve retrieval effectiveness. The evaluation of new retrieval paradigms - such as retrieval based on technology for the Semantic Web - presents an additional challenge since no off-the-shelf test corpora exist. Hence, this chapter gives a detailed description of the approach taken to evaluate the information retrieval service the authors have built.
2010

Balacheff, Nicolas, Bottino, Rosa, Fischer, Frank, Hofmann, Lena, Joubert, Marie, Kieslinger, Barbara, Lindstaedt Stefanie , Manca, Stefanie, Ney, Muriel, Pozzi, Francesca, Sutherland, Rosamund, Verbert, Katrien, Timmis, Sue, Wild, Fridolin, Scott, Peter, Specht, Marcus

D1.1 The STELLAR vision and strategy statement

2010

This First TEL Grand Challenge Vision and Strategy Report aims to: • provide a unifying framework for members of STELLAR (including doctoral candidates) to develop their own research agenda • engage the STELLAR community in scientific debate and discussion with the long term aim of developing awareness of and respect for different theoretical and methodological perspectives • build knowledge related to the STELLAR grand challenges through the construction of a wiki that is iteratively co‐edited throughout the life of the STELLAR network • develop understandings of the way in which web 2.0 technologies can be used to construct knowledge within a research community (science 2.0) • develop strategies for ways in which the STELLAR instruments can feed into the ongoing development of the wiki and how the they can be used to address the challenges highlighted in this report.
2010

Pozzi, Francesca, Persico, Donatella, Fischer, Frank, Hofmann, Lena, Lindstaedt Stefanie , Cress, Ulrike, Rath Andreas S., Moskaliuk, Johannes, Weber, Nicolas, Kimmerle, Joachim, Devaurs Didier, Ney, Muriel, Gonçalves, Celso, Balacheff, Nicolas, Schwartz, Claudine, Bosson, Jean-Luc, Dillenbourg, Pierre, Jermann, Patrick, Zufferey, Guillaume, Brown, Elisabeth, Sharples, Mike, Windrum, Caroline, Specht, Marcus, Börner, Dirk, Glahn, Christian, Fiedler, Sebastian, Fisichella, Marco, Herder, Eelco, Marenzi, Ivana, Nejdl, Wolfgang, Kawese, Ricardo, Papadakis, George

D1.2 Trends in Connecting Learners. First Research & Technology Scouting Report

2010

In this first STELLAR trend report we survey the more distant future of TEL, as reflected in the roadmaps; we compare the visions with trends in TEL research and TEL practice. This generic overview is complemented by a number of small-scale studies, which focus on a specific technology, approach or pedagogical model.
2010

Beham Günter, Jeanquartier Fleur, Lindstaedt Stefanie

iAPOSDLE - An Approach to Mobile 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
This paper introduces iAPOSDLE, a mobile application enabling the use of work-integrated learning services without being limited by location. iAPOSDLE makes use of the APOSDLE WIL system for self-directed work-integrated learning support, and extends its range of application to mobile learning. Core features of iAPOSDLE are described and possible extensions are discussed.
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
The changes in the dynamics of the economy and thecorresponding mobility and fluctuations of knowledge workers within organizationsmake continuous social learning an essential factor for an organization.Within the underlying organizational processes, KnowledgeMaturing refers to the the corresponding evolutionary process in whichknowledge objects are transformed from informal and highly contextualizedartifacts into explicitly linked and formalized learning objects.In this work, we will introduce a definition of Knowledge (Maturing)Services and will present a collection of sample services that can be dividedinto service functionality classes supporting Knowledge Maturingin content networks. Furthermore, we developed an application of thesesample services, a demonstrator which supports quality assurance withina highly content based organisational context.
2009

Beham Günter, Lindstaedt Stefanie , Kump Barbara, Resanovic D.

Non-invasive User Modeling for Recommending Knowledgeable Persons in Work-integrated Learning

Second Stellar Alpine Rendez-Vous 2009, Workshop for Context-aware recommendation for learning, STELLAR, 2009

Konferenz
2009

Lindstaedt Stefanie , Ghidini C., Kump Barbara, Mahbub N., Pammer-Schindler Viktoria, Rospocher M., Serafini L.

MoKi: The Enterprise Modelling Wiki

The Semantic Web: Research and Applications, 6th European Semantic Web Conference, ESWC 2009, Heraklion, Crete, Greece, May 31-June 4, 2009, Proceedings, Aroyo, L., Traverso, P., Ciravegna, F., Cimiano, P., Heath, T., Hyvönen, E., Mizoguchi, R., Oren, E., Sabou, M. & Simperl, E. P. B., Springer, 2009

Konferenz
Enterprise modelling focuses on the construction of a structureddescription, the so-called enterprise model, which represents aspectsrelevant to the activity of an enterprise. Although it has becomeclearer recently that enterprise modelling is a collaborative activity, involvinga large number of people, most of the enterprise modelling toolsstill only support very limited degrees of collaboration. Within thiscontribution we describe a tool for enterprise modelling, called MoKi(MOdelling wiKI), which supports agile collaboration between all differentactors involved in the enterprise modelling activities. MoKi is basedon a Semantic Wiki and enables actors with different expertise to developan enterprise model not only using structural (formal) descriptions butalso adopting more informal and semi-formal descriptions of knowledge.
2009

Lindstaedt Stefanie , Moerzinger R., Sorschag R. , Pammer-Schindler Viktoria, Thallinger G.

Automatic Image Annotation using Visual Conent and Folksonomies

Multimedia Tools and Applications, Springer US, 2009

Journal
Automatic image annotation is an important and challenging task, andbecomes increasingly necessary when managing large image collections. This paperdescribes techniques for automatic image annotation that take advantage of collaborativelyannotated image databases, so called visual folksonomies. Our approachapplies two techniques based on image analysis: First, classification annotates imageswith a controlled vocabulary and second tag propagation along visually similar images.The latter propagates user generated, folksonomic annotations and is thereforecapable of dealing with an unlimited vocabulary. Experiments with a pool of Flickrimages demonstrate the high accuracy and efficiency of the proposed methods in thetask of automatic image annotation. Both techniques were applied in the prototypicaltag recommender “tagr”.
2009

Pammer-Schindler Viktoria, Serafini L., Lindstaedt Stefanie

Highlighting assertional effects of ontology editing activities in OWL

Proceedings of the 3rd International Workshop on Ontology Dynamics, (IWOD 2009), collocated with the 8th International Semantic Web Conference (ISWC-2009), d'Acquin, M., Antoniou, G., CEUR Workshop Proceedings, 2009

Konferenz
2009

Lindstaedt Stefanie , Hambach S., Müsebeck P., de Hoog R., Kooken J., Musielak M.

Context and Scripts: Supporting Interactive Work-Integrated Learning

Computer Supported Collaboration Learning Practices, CSCL09, 8-13 June 2009, Rhodes, Greece, Dimitracopoulou A., O’Malley, C., Suthers D., Reimann P. , 2009

Journal
Computational support for work-integrated learning will gain more and moreattention. We understand informal self-directed work-integrated learning of knowledgeworkers as a by-product of their knowledge work activities and propose a conceptual as wellas a technical approach for supporting learning from documents and learning in interactionwith fellow knowledge workers. The paper focuses on contextualization and scripting as twomeans to specifically address the latter interaction type.
2009

Ley Tobias, Lindstaedt Stefanie , Schöfegger Karin, Seitlinger Paul, Weber Nicolas, Hu Bo, Riss Uwe, Brun Roman, Hinkelmann Knut, Thönssen Barbara, Maier Ronald, Schmidt Andreas

Maturing Services Definition

2009

2009

Lindstaedt Stefanie , Rath Andreas S., Devaurs Didier

UICO: An Ontology-Based User Interaction Context Model for Automatic Task Detection on the Computer Desktop

Proceedings of the Context Information and Ontology (CIAO2009) workshop as part of the ESWC 2009, Gomez-Perez, J. M., Haase, P., Tilly, M., Warren, P., ACM, 2009

Konferenz
‘Understanding context is vital’ [1] and ‘context is key’ [2]signal the key interest in the context detection field. Oneimportant challenge in this area is automatically detectingthe user’s task because once it is known it is possible tosupport her better. In this paper we propose an ontologybaseduser interaction context model (UICO) that enhancesthe performance of task detection on the user’s computerdesktop. Starting from low-level contextual attention metadatacaptured from the user’s desktop, we utilize rule-based,information extraction and machine learning approaches toautomatically populate this user interaction context model.Furthermore we automatically derive relations between themodel’s entities and automatically detect the user’s task.We present evaluation results of a large-scale user study wecarried out in a knowledge-intensive business environment,which support our approach.
2009

Lindstaedt Stefanie , Rospocher M., Ghidini C., Pammer-Schindler Viktoria, Serafini L.

MoKi: the Modelling wiKi

Proceedings of the Forth Semantic Wiki Workshop (SemWiki 2009), co-located with 6th European Semantic Web Conference (ESWC 2009), CEUR Workshop Proceedings, 2009

Konferenz
Enterprise modelling focuses on the construction of a structureddescription of relevant aspects of an enterprise, the so-called enterprisemodel. Within this contribution we describe a wiki-based tool forenterprise modelling, called MoKi (Modelling wiKi). It specifically facilitatescollaboration between actors with different expertise to develop anenterprise model by using structural (formal) descriptions as well as moreinformal and semi-formal descriptions of knowledge. It also supports theintegrated development of interrelated models covering different aspectsof an enterprise.
2009

Lindstaedt Stefanie , Beham Günter, Ley Tobias, Kump Barbara

Getting to Know Your User: Unobtrusive User Model Maintenance within Work-Integrated Learning Environments

Learning in the Synergy of Multiple Disciplines: Proceedings of the 4th European Conference on Technology Enhanced Learning, ECTEL 2009, Nice, France, September/October 2009 , Cress, U., Dimitrova, V., Specht, M., Springer, 2009

Konferenz
Work-integrated learning (WIL) poses unique challenges for usermodel design: on the one hand users’ knowledge levels need to be determinedbased on their work activities – testing is not a viable option; on the other handusers do interact with a multitude of different work applications – there is nocentral learning system. This contribution introduces a user model and correspondingservices (based on SOA) geared to enable unobtrusive adaptabilitywithin WIL environments. Our hybrid user model services interpret usage datain the context of enterprise models (semantic approaches) and utilize heuristics(scruffy approaches) in order to determine knowledge levels, identify subjectmatter experts, etc. We give an overview of different types of user model services(logging, production, inference, control), provide a reference implementationwithin the APOSDLE project, and discuss early evaluation results.
2009

Lindstaedt Stefanie , Aehnelt M., de Hoog R.

Supporting the Learning Dimension of Knowledge Work

Learning in the Synergy of Multiple Disciplines, 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Nice, France, September 29 - October 2, 2009, Cress, U., Dimitrova, V., Specht, M., 2009

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
2006

Rath Andreas S., Kröll Mark, Andrews K., Lindstaedt Stefanie , Granitzer Michael

Synergizing Standard and Ad-Hoc Processes

Lecture Notes in Computer Science LNAI 4333, Springer Berlin, Berlin Heidelberg, 2006

Konferenz
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.
2005

Timbrell G., Koller S., Schefe N., Lindstaedt Stefanie

A Knowledge Infrastructure Hierarchy Model for Call-Centre Processes

Journal of Universal Computer Science, 2005

Journal
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
2004

Lindstaedt Stefanie , Farmer J.

'Kooperatives Lernen in Organisationen' in 'CSCL-Kompendium - Lehr- und Handbuch für das computerunterstützte kooperative Lernen'

Oldenbourg Wissenschaftsverlag, Haake, J., Schwabe, G., Wessner, M., München,Germany, 2004

Journal
2004

Timbrell G., Koller S., Lindstaedt Stefanie

A Knowledge Infrastructure Hierarchy Model for Call Centre Processes

Proceedings of the I-KNOW `04, 4th International Conference on Knowledge Management, Graz, Austria, 2004

Konferenz
2004

Farmer J., Lindstaedt Stefanie , Droschl G., Luttenberger P.

AD-HOC - Work-integrated Technology-supported Teaching and Learning

Proceedings of the 5th International Conference on Organizational Knowledge, Learning, and Capabilities, Innsbruck, 2004

Konferenz
2004

Lindstaedt Stefanie , Koller S., Krämer T.

Eine Wissensinfrastruktur für Projektrisikomanagement - Identifikation und Management von Wissensrisiken

Tagungsband zur KnowTech 2004, 6. Konferenz zum Einsatz von Knowledge Management in Wirtschaft und Verwaltung, Gronau, N., Petkoff, B., Schildhauer, T., München,Germany, 2004

Konferenz
2003

Tochtermann K., Zirm K., Lindstaedt Stefanie

Einführung von Wissensmanagement im Umweltbundesamt Wien

Proceedings des 17. Symposiums Umweltinformatik, Cottbus, Germany, 2003

Konferenz
2003

Lindstaedt Stefanie , Farmer J., Hrastnik J., Rollett H., Strohmaier M.

Integration von Prozess- und Wissensmanagement-orientierten Designstrategien zur Erstellung benutzerfreundlicher Unternehmensportale

Wissensmanagement 2003 - 2. Konferenz Professionelles Wissensmanagement, Luzern/Schweiz, 2.-4.4.2003, Reimer, U., Abecker, A., Staab, S., Stumme, G., Köllen Druck Verlag GmbH, Luzern, Schweiz, 2003

Konferenz
2002

Lindstaedt Stefanie

Integration von Arbeits- und Lernprozessen

Fachtagung der Senatsverwaltung für Wirtschaft, Arbeit und Frauen, Berlin, am 21./22. November 2002, BBJ-Verlag, Berlin, Germany, 2002

Journal
2002

Lindstaedt Stefanie , Strohmaier M.

Introduction of Knowledge Management (KMIntro)

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

Konferenz
2002

Lindstaedt Stefanie

Aufgaben-Orientiertes Kooperatives Lernen

Informatik bewegt: Informatik 2002 - 32. Jahrestagung der Gesellschaft für Informatik e.v. (GI), Gesellschaft für Informatik e.v. (GI), Dortmund, Germany, 2002

Konferenz
2002

Lindstaedt Stefanie , Strohmaier M.

KMap: Providing Orientation for Practitioners when Introducing Knowledge Management

Proceedings of the 4th International Conference on Practical Aspects of Knowledge Management (PAKM 2002), Springer, Vienna Austria, 2002

Konferenz
2002

Westbomke J., Kussmaul A., Raiber A., Haase M., Hicks D., Lindstaedt Stefanie

Knowledge Management within Digital Libraries by means of Personalization

Journal of Universal Computer Science (J.UCS), Proceedings of I-KNOW02, 2nd International Conference on Knowledge Management, July 11-12, 2002, Graz, Austria, 2002

Konferenz
2002

Lindstaedt Stefanie , Fischer M.

People Locator und Recommender Systeme (recommend)

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

Konferenz
2002

Lindstaedt Stefanie

Wissensmanagement und Unternehmensgedächtnisse

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

Konferenz
2002

Lindstaedt Stefanie , Scheir Peter, Sarka W.

Generic Knowledge Management System (GKMS)

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

Journal
2001

Lindstaedt Stefanie

Web Globalization: Vision, Strategie

www.ContentManager.de, 2001

Journal
2000

Lindstaedt Stefanie

Globales Netz - Eine Revolution fuer alle Geschaeftsprozesse

Wirtschaftsforum, 2000

Konferenz

Divitini Monica, Lindstaedt Stefanie , Pammer-Schindler Viktoria, Ley Tobias

ECTEL meets ECSCW: Computer-Support for Integrated Working and Learning

ECSCW 2013 Adjunct Proceedings

Konferenz
With this workshop, we intend to bring together the European communities of technology-enhanced learning, which typically meets at the ECTEL, and of computersupported cooperative work, which typically meets at the ECSCW. While the ECTEL community has traditionally focused on technology support for learning, be it in formal learning environments like schools, universities, etc. or in informal learning environments like workplaces, the ECSCW community has traditionally investigated how computers can and do mediate and influence collaborative work, in settings as diverse as the typical “gainful employment” situations, project work within university courses, volunteer settings in NGOs etc. Despite overlapping areas of concerns, the two communities are also exploiting different theories and methodological approaches. Within this workshop, we discuss issues that are relevant for both communities, and have the potential to contribute to a more lively communication between both communities.

Ravenscroft Andrew, Lindstaedt Stefanie , Delgado Kloos Carlos, Hernández-Leo Davinia

21st Century Learning for 21st Century Skills

7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Springer, Saarbrücken, Deutschland

Buch
This book constitutes the refereed proceedings of the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012. The 26 revised full papers presented were carefully reviewed and selected from 130 submissions. The book also includes 12 short papers, 16 demonstration papers, 11 poster papers, and 1 invited paper. Specifically, the programme and organizing structure was formed through the themes: mobile learning and context; serious and educational games; collaborative learning; organisational and workplace learning; learning analytics and retrieval; personalised and adaptive learning; learning environments; academic learning and context; and, learning facilitation by semantic means.

Lindstaedt Stefanie , Christl Conny

APOSDLE-learn@work: Firsthand Experiences and Lessons Learned

Work-Integrated Learning in Engineering, Built Environment and Technology: Diversity of Practice in Practice, IGI Global

Buch
This chapter presents a domain-independent computational environment which supports work-integrated learning at the professional workplace. The Advanced Process-Oriented Self-Directed Learning Environment (APOSDLE) provides learning support during the execution of work tasks (instead of beforehand), within the work environment of the user (instead of within a separate learning system), and repurposes content which was not originally intended for learning (instead of relying on the expensive manual creation of learning material). Since this definition of work-integrated learning might differ from other definitions employed within this book, a short summary of the theoretical background is provided. Along the example of the company Innovation Service Network (ISN), a network of SME’s, a rich and practical description of the deployment and usage of APOSDLE is given. The chapter provides the reader with firsthand experiences and discusses efforts and lessons learned, backed up with experiences gained in two other application settings, namely EADS in France and a Chamber of Commerce and industry in Germany.
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