Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2018

Iacopo Vagliano, Franziska Günther, Mathias Heinz, Aitor Apaolaza, Irina Bienia, Breitfuß Gert, Till Blume, Chrysa Collyda, Fessl Angela, Sebastian Gottfried, Hasitschka Peter, Jasmin Kellermann, Thomas Köhler, Annalouise Maas, Vasileios Mezaris, Ahmed Saleh, Andrzej Skulimowski, Thalmann_TU Stefan, Markel Vigo, Wertner Alfred, Michael Wiese, Ansgar Scherp

Open Innovation in the Big Data Era with the MOVING Platform: An Integrated Working and Training Approach for Data-savvy Information Professionals

IEEE Mulitmedia, 2018

Journal
In the Big Data era, people can access vast amounts of information, but often lack the time, strategies and tools to efficiently extract the necessary knowledge from it. Research and innovation staff needs to effectively obtain an overview of publications, patents, funding opportunities, etc., to derive an innovation strategy. The MOVING platform enables its users to improve their information literacy by training how to exploit data mining methods in their daily research tasks. Through a novel integrated working and training environment, the platform supports the education of data-savvy information professionals and enables them to deal with the challenges of Big Data and open innovation.
2018

Fessl Angela, Kowald Dominik, Susana López Sola, Ana Moreno, Ricardo Alonso, Maturana, Thalmann_TU Stefan

Analytics for Everyday Learning from two Perspectives: Knowledge Workers and Teachers.

CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze, 2018

Konferenz
Learning analytics deals with tools and methods for analyzing anddetecting patterns in order to support learners while learning in formal as wellas informal learning settings. In this work, we present the results of two focusgroups in which the effects of a learning resource recommender system and adashboard based on analytics for everyday learning were discussed from twoperspectives: (1) knowledge workers as self-regulated everyday learners (i.e.,informal learning) and (2) teachers who serve as instructors for learners (i.e.,formal learning). Our findings show that the advantages of analytics for everydaylearning are three-fold: (1) it can enhance the motivation to learn, (2) it canmake learning easier and broadens the scope of learning, and (3) it helps to organizeand to systematize everyday learning.
2018

Yenikent Seren, Holtz Peter, Thalmann_TU Stefan, Mathieu d'Aquin, Joachim Kimmerle

Evaluating the AFEL Learning Tool: Didactalia Users’ Experiences with Personalized Recommendations and Interactive Visualizations

CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze, 2018

Learning technologies offer opportunities for users to enhance and to personalize selfregulatedlearning activities. In this paper, we present the results of a laboratory study that coversthe user evaluation of the AFEL Didactalia app, which analyzes everyday learning activities oflearners, extracts learning scopes and trajectories, and provides personalized recommendationsof learning resources as well as an interactive visualization of learning activities. Participants ofthe study (N=76) engaged with the tool after first completing an assigned learning task related togeography or history using learning materials from the Didactalia platform for approximately 30minutes and afterwards freely exploring the platform for 30-45 minutes. The related behaviordata was tracked and analyzed by the AFEL learning tool. After completing the two tasks,participants received an introduction to the tool and explored them as well. The results suggest asatisfactory experience with the tool and provide insights on the potential benefits, as well asaspects to be improved for further development. We discuss our findings and the next steps ofthe investigation in detail.
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