Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2016

Santos Patricia, Dennerlein Sebastian, Theiler Dieter, Cook John, Treasure-Jones Tamsin, Holley Debbie, Kerr Micky , Atwell Graham, Kowald Dominik, Lex Elisabeth

Going beyond your Personal Learning Network, using Recommendations and Trust through a Multimedia Question-Answering Service for Decision-support: a Case Study in the Healthcare

Journal of Universal Computer Science, J.UCS, J. UCS Consortium, 2016

Journal
Social learning networks enable the sharing, transfer and enhancement of knowledge in the workplace that builds the ground to exchange informal learning practices. In this work, three healthcare networks are studied in order to understand how to enable the building, maintaining and activation of new contacts at work and the exchange of knowledge between them. By paying close attention to the needs of the practitioners, we aimed to understand how personal and social learning could be supported by technological services exploiting social networks and the respective traces reflected in the semantics. This paper presents a case study reporting on the results of two co-design sessions and elicits requirements showing the importance of scaffolding strategies in personal and shared learning networks. Besides, the significance of these strategies to aggregate trust among peers when sharing resources and decision-support when exchanging questions and answers. The outcome is a set of design criteria to be used for further technical development for a social tool. We conclude with the lessons learned and future work.
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.
2016

Dennerlein Sebastian, Lex Elisabeth, Ruiz-Calleja Adolfo, Ley Elisabeth

Visualizing workplace learning data with the SSS Dashboard

Learning Analytics for Workplace and Professional Learning (LA for Work) workshop at LAK 2016, CEUR Workshop Proceedings, Edinburgh, 2016

Konferenz
This paper reports the design and development of a visual Dashboard, called the SSS Dashboard, which visualizes data from informal workplace learning processes from different viewpoints. The SSS Dashboard retrieves its data from the Social Semantic Server (SSS), an infrastructure that integrates data from several workplace learning applications into a semantically-enriched Artifact-Actor Network. A first evaluation with end users in a course for professional teachers gave promising results. Both a trainer and a learner could understand the learning process from different perspectives using the SSS Dashboard. The results obtained will pave the way for the development of future Learning Analytics applications that exploit the data collected by the SSS.
2016

Kraker Peter, Dennerlein Sebastian, Dörler, D, Ferus, A, Gutounig Robert, Heigl, F., Kaier, C., Rieck Katharina, Šimukovic, E., Vignoli Michela

The Vienna Principles: A Vision for Scholarly Communication in the 21st Century.

15th Annual STS Conference Graz 2016 Track: The Politics of Open Science, OANA, Zenodo, 2016

Journal
Between April 2015 and June 2016, members of the Open Access Network Aus- tria (OANA) working group “Open Access and Scholarly Communication” met in Vienna to discuss a fundamental reform of the scholarly communication system.By scholarly communication we mean the processes of producing, reviewing, organising, disseminating and preserving scholarly knowledge1. Scholarly communication does not only concern researchers, but also society at large, especially students, educators, policy makers, public administrators, funders, librarians, journalists, practitioners, publishers, public and private organisations, and interested citizens.
2016

Dennerlein Sebastian, Gutounig Robert, Goldgruber Eva , Schweiger Stefan

Web 2.0 Messaging Tools for Knowledge Management? Exploring the Potentials of Slack

Proceedings of the 17th European Conference on Knowledge Management, Academic Conferences International Limited, Ulster University, Northern Ireland, 2016

Konferenz
There are many web-based tools like social networks, collaborative writing, or messaging tools that connectorganizations in accordance with web 2.0 principles. Slack is such a web 2.0 instant messaging tool. As per developer, itintegrates the entire communication, file-sharing, real-time messaging, digital archiving and search at one place. Usage inline with these functionalities would reflect expected appropriation, while other usage would account for unexpectedappropriation. We explored which factors of web 2.0 tools determine actual usage and how they affect knowledgemanagement (KM). Therefore, we investigated the relation between the three influencing factors, proposed tool utility fromdeveloper side, intended usage of key implementers, and context of application, to the actual usage in terms of knowledgeactivities (generate, acquire, organize, transfer and save knowledge). We conducted episodic interviews with keyimplementers in five different organizational contexts to understand how messaging tools affect KM by analyzing theappropriation of features. Slack was implemented with the intention to enable exchange between project teams, connectingdistributed project members, initiate a community of learners and establish a communication platform. Independent of thecontext, all key implementers agreed on knowledge transfer, organization and saving in accordance with Slack’s proposedutility. Moreover, results revealed that a usage intention of internal management does not lead to acquisition of externalknowledge, and usage intention of networking not to generation of new knowledge. These results suggest that it is not thecontext of application, but the intended usage that mainly affects the tool's efficacy with respect to KM: I.e. intention seemsto affect tool selection, first, explaining commonalities with respect to knowledge activities (expected appropriation) and,subsequently, intention also affects unexpected appropriation beyond the developers’ tool utility. A messaging tool is, hence,not only a messaging tool, but it is ‘what you make of it!’
2016

Gutounig Robert, Goldgruber Eva, Dennerlein Sebastian, Schweiger Stefan

Mehr als ein Kommunikationstool. Wissensmanagement-Potenziale von Social Software am Beispiel von Slack

Kremser Wissensmanagement-Tagen 2016, Edition Donau-Universität Krems , Krems, 2016

Konferenz
2016

Goldgruber Eva, Gutounig Robert, Schweiger Stefan, Dennerlein Sebastian

Potential von "Slack" im E-Learning

E-Learning Tag 2016, 2016

Konferenz
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
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