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, IEEE, 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.
2017

Pammer-Schindler Viktoria, Rivera-Pelayo Verónica, Fessl Angela, Müller Lars

Introducing Mood Self-Tracking at Work: Empirical Insights from Call Centers

ACM Transactions on Computer-Human Interaction (TOCHI), ACM New York, NY, USA , 2017

Journal
The benefits of self-tracking have been thoroughly investigated in private areas of life, like health or sustainable living, but less attention has been given to the impact and benefits of self-tracking in work-related settings. Through two field studies, we introduced and evaluated a mood self-tracking application in two call centers to investigate the role of mood self-tracking at work, as well as its impact on individuals and teams. Our studies indicate that mood self-tracking is accepted and can improve performance if the application is well integrated into the work processes and matches the management style. The results show that (i) capturing moods and explicitly relating them to work tasks facilitated reflection, (ii) mood self-tracking increased emotional awareness and this improved cohesion within teams, and (iii) proactive reactions by managers to trends and changes in team members’ mood were key for acceptance of reflection and correlated with measured improvements in work performance. These findings help to better understand the role and potential of self-tracking in work settings and further provide insights that guide future researchers and practitioners to design and introduce these tools in a workplace setting.
2017

Pammer-Schindler Viktoria, Fessl Angela, Wesiak Gudrun, Feyertag Sandra, Rivera-Pelayo Verónica

In-app Reflection Guidance: Lessons Learned across Four Field Trials at the Workplace

IEEE Transactions on Learning Technologies, IEEE, 2017

Journal
This paper presents a concept for in-app reflection guidance and its evaluation in four work-related field trials. By synthesizing across four field trials, we can show that computer-based reflection guidance can function in the workplace, in the sense of being accepted as technology, being perceived as useful and leading to reflective learning. This is encouraging for all endeavours aiming to transfer existing knowledge on reflection supportive technology from educational settings to the workplace. However,reflective learning in our studies was mostly visible to limited depth in textual entries made in the applications themselves; and proactive reflection guidance technology like prompts were often found to be disruptive. We offer these two issues as highly relevant questions for future research.
2017

Pammer-Schindler Viktoria, Fessl Angela, Weghofer Franz, Thalmann Stefan

Lernen 4.0 Herausforderungen für Menschen in der Industrie 4.0 erfolgreich meistern.

Productivity, 2017

Journal
Die Digitalisierung der Industrie wird aktuell sehr stark aus technoogischer Sicht betrachtet. Aber auch für den Menschen ergebn sich vielfältige Herausforderungen in dieser veränderten Arbeitsumgebung. Sie betreffen hautsächlich das Lernen von benötigtem Wissen.
2016

Fessl Angela, Pammer-Schindler Viktoria, Blunk Oliver, Prilla Michael

The known universe of reflection guidance: a literature review

International Journal of Technology Enhanced Learning, Inderscience Enterprises Ltd., 2016

Journal
Reflective learning has been established as a process that deepenslearning in both educational and work-related settings. We present a literaturereview on various approaches and tools (e.g., prompts, journals, visuals)providing guidance for facilitating reflective learning. Research consideredin this review coincides common understanding of reflective learning, hasapplied and evaluated a tool supporting reflection and presents correspondingresults. Literature was analysed with respect to timing of reflection, reflectionparticipants, type of reflection guidance, and results achieved regardingreflection. From this analysis, we were able to derive insights, guidelinesand recommendations for the design of reflection guidance functionality incomputing systems: (i) ensure that learners understand the purpose of reflectivelearning, (ii) combine reflective learning tools with reflective questions either inform of prompts or with peer-to-peer or group discussions, (iii) for work-relatedsettings consider the time with regard to when and how to motivate to reflect.
2010

Ullmann Thomas Daniel, Wild Fridolin, Scott Peter, Duval Erik, Parra G., Reinhardt W., Heinze N., Kraker Peter, Fessl Angela, Lindstaedt Stefanie , Nagel T., Gillet D.

A science 2.0 infrastructure for technology-enhanced learning

Computer Science Education, 2010

Journal
Science 2.0 is a rather young concept and despite its short historyalready induced numerous controversial positions, oscillating between newtechnologies and new practices. Even though many TEL researchers already useScience 2.0 tools, although not always labeled as such, there is no commonlyshared practice and tools in use. Within this paper, we investigate the conceptof Science 2.0 and propose an embracing definition. From there we investigateexisting practice with pilot studies and propose a framework for further indepthstudy and elicitation of Science 2.0 practices of technology-enhancedlearning researchers. Furthermore, we propose a mash-up architecture andconcrete infrastructure to leverage Science 2.0 practice and technologies in ourfield, including the proposal of a publication feed format, a retrieval API, andthe provision of an initial set of data sources and services. We illustrate the useof this infrastructure with several Science 2.0 application examples, therebydemonstrating the strength of this infrastructure and architecture.
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