Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2008

Ley Tobias, Kump Barbara, Ulbrich Armin, Scheir Peter, Lindstaedt Stefanie

A Competence-based Approach for Formalizing Learning Goals in Work-integrated Learning

Proceedings of the ED-Media 2008, Vienna, Austria, June 30-July 4, 2008,, Chesapeake, VA: AACE, 2008

Konferenz
The paper suggests a way to support work-integrated learning for knowledge workwhich poses a great challenge for current research and practice. We first present a WorkplaceLearning Context Model which has been derived by analyzing knowledge work and the knowledgesources used by knowledge workers. The model specifies an integrative view on knowledgeworkers’ work environment by connecting learning, work and knowledge spaces. We then focuson the part of the context which specifies learning goals and their interrelations to task and domainmodels. Our purpose is to support learning needs analysis which is based on a comparison of tasksperformed in the past to those tasks to be tackled in the future. A first implementation in theAPOSDLE project is presented including the models generated for five real world applications andthe software prototype. We close with an outlook on future work.
2008

Lindstaedt Stefanie , Ley Tobias, Scheir Peter, Ulbrich Armin

Applying Scruffy Methods to Enable Work-integrated Learning

The European Journal of the Informatics Professional, 2008

Journal
This contribution introduces the concept of work-integrated learning which distinguishes itself from traditional e-Learning in that it provides learning support (i) during work task execution and tightly contextualized to the work context,(ii) within the work environment, and (iii) utilizes knowledge artefacts available within the organizational memory for learning. We argue that in order to achieve this highly flexible learning support we need to turn to" scruffy" methods (such as associative retrieval, genetic algorithms, Bayesian and other probabilistic methods) which can provide good results in the presence of uncertainty and the absence of fine-granular models. Hybrid approaches to user context determination, user profile management, and learning material identification are discussed and first results are reported.
2008

Ulbrich Armin, Höfler Patrick, Lindstaedt Stefanie

Modellierung von Anwenderverhalten im Social Semantic Web

Social Semantic Web. Web 2.0 - Was nun?, Blumauer, A., Pellegrini, T., Springer, 2008

Buch
Ziel dieses Kapitels ist es, gemeinsame Verwendungsszenariendes Semantic Web und des Social Web zu identifizieren und zu benennen.Dabei wird ein Teilaspekt des Themengebiets im Detail betrachtet: die Nutzungvon Services, die Beobachtungen des Verhaltens von Anwendern analysieren, umdaraus maschinell interpretierbare Informationen zu erhalten und diese als Modellezu organisieren. Es werden zunächst einige Eigenschaften und Unterscheidungsmerkmalevon Anwenderverhalten und organisierten Modellen dargestellt.Anschließend wird der mögliche wechselseitige Nutzen von Anwenderverhaltenund Modellen diskutiert. Den Abschluss bildet eine Betrachtung einiger exemplarischerSoftware-Services, die heute schon verwendet werden, um Anwenderverhaltenin Modelle überzuführen.
2008

Ley Tobias, Ulbrich Armin, Lindstaedt Stefanie , Scheir Peter, Kump Barbara, Albert Dietrich

Modeling competencies for supporting work-integrated learning in knowledge work

Journal of knowledge management, Emerald Group Publishing Limited, 2008

Journal
Purpose – The purpose of this paper is to suggest a way to support work-integrated learning forknowledge work, which poses a great challenge for current research and practice.Design/methodology/approach – The authors first suggest a workplace learning context model, whichhas been derived by analyzing knowledge work and the knowledge sources used by knowledgeworkers. The authors then focus on the part of the context that specifies competencies by applying thecompetence performance approach, a formal framework developed in cognitive psychology. From theformal framework, a methodology is then derived of how to model competence and performance in theworkplace. The methodology is tested in a case study for the learning domain of requirementsengineering.Findings – The Workplace Learning Context Model specifies an integrative view on knowledge workers’work environment by connecting learning, work and knowledge spaces. The competence performanceapproach suggests that human competencies be formalized with a strong connection to workplaceperformance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosisand competency gap analysis can be embedded into the normal working tasks and learninginterventions can be offered accordingly. The results of the case study indicate that experts weregenerally in moderate to high agreement when assigning competencies to tasks.Research limitations/implications – The model needs to be evaluated with regard to the learningoutcomes in order to test whether the learning interventions offered benefit the user. Also, the validityand efficiency of competency diagnosis need to be compared to other standard practices incompetency management.Practical implications – Use of competence performance structures within organizational settings hasthe potential to more closely relate the diagnosis of competency needs to actual work tasks, and toembed it into work processes.Originality/value – The paper connects the latest research in cognitive psychology and in thebehavioural sciences with a formal approach that makes it appropriate for integration intotechnology-enhanced learning environments.Keywords Competences, Learning, Workplace learning, Knowledge managementPaper type Research paper
2007

Lokaiczyk R., Godehardt E., Faatz A., Goertz M., Kienle A., Wessner M., Ulbrich Armin

Exploiting Context Information for Identification of Relevant Experts in Collaborative Workplace-Embedded E-Learning Environments

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

Journal
2006

Ulbrich Armin, Lindstaedt Stefanie , Scheir Peter, Goertz M.

A Context-Model for Supporting Work-Integrated Learning

European Conference on Technology Enhanced Learning, Innovative Approaches for Learning and Knowledge Sharing , Springer, Berlin, 2006

Konferenz
This contribution introduces the so-called Workplace Learning Contextas essential conceptualisation supporting self-directed learning experiencesdirectly at the workplace. The Workplace Learning Context is to be analysedand exploited for retrieving ‘learning’ material that best-possibly matches witha knowledge worker’s current learning needs. In doing so, several different‘flavours’ of work-integrated learning can be realised including task learning,competency-gap based support and domain-related support. The WorkplaceLearning Context Model, which is also outlined in this contribution, forms thetechnical representation of the Workplace Learning Context.
2006

Lindstaedt Stefanie , Ulbrich Armin

Integration von Arbeiten und Lernen - Kompetenzentwicklung in Arbeitsprozessen

Semantic Web - Wege zur vernetzten Wissensgesellschaft, Pellegrini, T., Blumauer, A., Springer, Berlin, Germany, 2006

Buch
2003

Kandpal D., Ulbrich Armin

Augmenting knowledge-based systems with dynamic personalization concepts

Proceedings der 4. Oldenburger Fachtagung Wissensmanagement, Oldenburg, Germany, 2003

Konferenz
2003

Ulbrich Armin, Kandpal D.

Dynamic Personalization in Knowledge-Based Systems from a Strucutural Viewpoint

Lecture Notes in Computer Science, Hicks, D. L., Springer, Graz, Austria, 2003

Konferenz
2003

Ulbrich Armin, Kandpal D.

First Steps towards Personalization Concepts in eLearning

Wissensmanagement 2003 - 2. Konferenz Professionelles Wissensmanagement, Luzern/Schweiz, 2.-4.4.2003, Luzern, Schweiz, 2003

Konferenz
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
2002

Ulbrich Armin, Ausserhofer A.

Aspects of Integrating E-Learning Systems With Knowledge Management

In Proceedings of CATE 2002, International Conference for Advanced Technology in Education, International Association of Science and Technology for Development – IASTED, Cancun Mexico, 2002

Konferenz
2002

Ulbrich Armin, Ausserhofer A., Dietinger T., Raback W., Hoitsch P.

Presentational and Interactive Elements for eLearning Courses Considering Behavioral and Constructivist Learning Models

Poster/Demo at ED-Media 2002, Association for the Advancement of Computing in Education (AACE), Denver,USA, 2002

Konferenz
2001

Ulbrich Armin, Ausserhofer A., Dietinger T., Raback W., Hoitsch P.

Requirements Analysis and Evaluation of Streaming Technologies with Respect to Interaction in Multimedia E-Learning Courses

WebNet 2001, 2001

Journal
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