Rauter Romana, Lerch Anita, Lederer-Hutsteiner Thomas, Klinger Sabine, Mayr Andrea, Gutounig Robert, Pammer-Schindler Viktoria
2020
Dennerlein Sebastian, Wolf-Brenner Christof, Gutounig Robert, Schweiger Stefan, Pammer-Schindler Viktoria
2020
Künstliche Intelligenz (KI) ist zum Gegenstand gesellschaftlicher Debatten geworden. Die Beratung durch KI unterstützt uns in der Schule, im Alltag beim Einkauf, bei der Urlaubsplanung und beim Medienkonsum, manipuliert uns allerdings auch gezielt bei Entscheidungen oder führt durch Filter-Bubble-Phänomene zur Realitätsverzerrung.Eine der jüngsten Aufregungen hierzulande galt der Nutzung moderner Algorithmik durch das österreichische Arbeitsmarktservice AMS. Der sogenannte "AMS-Algorithmus" soll Beratende bei der Entscheidung über Fördermaßnahmen unterstützen.Wenn KI in einem so erheblichen Ausmaß in menschliches Handeln eingreift, bedarf sie im Hinblick auf ethische Prinzipien einer sorgfältigen Bewertung. Das ist notwendig, um unethische Folgen zu vermeiden. Üblicherweise wird gefordert, KI bzw. Algorithmen sollen fair sein, was bedeutet, sie sollen nicht diskriminieren und transparent sollen sie sein, also Einblick in ihre Funktionsweise ermöglichen
Dennerlein Sebastian, Wolf-Brenner Christof, Gutounig Robert, Schweiger Stefan, Pammer-Schindler Viktoria
2020
In society and politics, there is a rising interest in considering ethical principles in technological innovation, especially in the intersection of education and technology. We propose a first iteration of a theory-derived framework to analyze ethical issues in technology-enhanced learning (TEL) software development. The framework understands ethical issues as an expression of the overall socio-technical system that are rooted in the interactions of human actors with technology, so-called socio-technical interactions (STIs). For guiding ethical reflection, the framework helps to explicate this human involvement, and to elicit discussions of ethical principles on these STIs. Prompts in the form of reflection questions can be inferred to reflect on the technology functionality from relevant human perspectives, and in relation to a list of fundamental ethical principles. We illustrate the framework and discuss its implications for TEL
Goldgruber Eva, Gutounig Robert, Schweiger Stefan, Dennerlein Sebastian
2016
Gutounig Robert, Goldgruber Eva, Dennerlein Sebastian, Schweiger Stefan
2016
Dennerlein Sebastian, Gutounig Robert, Goldgruber Eva , Schweiger Stefan
2016
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!’
Kraker Peter, Dennerlein Sebastian, Dörler, D, Ferus, A, Gutounig Robert, Heigl, F., Kaier, C., Rieck Katharina, Šimukovic, E., Vignoli Michela
2016
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.
Dennerlein Sebastian, Kaiser Rene_DB, Barreiros Carla, Gutounig Robert , Rauter Romana
2015
Barcamps are events for open knowledge exchange. They are generally open to everyone, irrespective of background or discipline, and request no attendance fee. Barcamps are structured by only a small set of common rules and invite participants to an interactive and interdisciplinary discourse on an equal footing. In contrast to scientific conferences, the program is decided by the participants themselves on-site. Barcamps are often called un-conferences or ad-hoc conferences. Since barcamps are typically attended by people in their spare time, their motivation to actively engage and benefit from participating is very high. This paper presents a case study conducted at the annual Barcamp Graz in Austria. Within the case study, two field studies (quantitative and qualitative) and a parallel participant observation were carried out between 2010 and 2014. In these investigations we elaborated on the differences of the barcamp to scientific conferences, inferred characteristics of barcamps for knowledge generation, sharing and transfer in organizations and propose three usages of barcamps in organizations: further education of employees, internal knowledge transfer and getting outside knowledge in. Barcamps can be used as further education for employees enabling not only knowledge sharing, generation and transfer via the participating employees, but also for informally promoting a company’s competences. With respect to internal knowledge transfer, hierarchical boundaries can be temporarily broken by allowing informal and interactive discussion. This can lead to the elicitation of ‘hidden’ knowledge, knowledge transfer resulting in more efficient teamwork and interdepartmental cooperation. Finally, external stakeholders such as customers and partners can be included in this process to get outside knowledge in and identify customer needs, sketch first solutions and to start concrete projects. As a result of the case study, we hypothesise as a step towards further research that organisations can benefit from utilising this format as knowledge strategy.
Dennerlein Sebastian, Gutounig Robert, Kraker Peter, Kaiser Rene_DB, Rauter Romana , Ausserhofer Julian
2013
Barcamps are informal conferences whose content is not de-fined in advance, often referred to as ad-hoc conferences orun-conferences. Therefore, the outcomes of a barcamp arelargely unknown before the event. This raises the question ofthe participants’ motivations to attend and contribute. Toanswer this question, we conducted an exploratory empiricalstudy at Barcamp Graz 2012. We applied a mixed-methodapproach: first we used a socio-demographic questionnaire(n=99) which allowed us to characterize the ’typical barcamper’.Second, we conducted qualitative interviews (n=10) toget a deeper understanding of the participants’ motivationsto attend, expectations, and the use of social media in thatcontext. We identified three concepts, which could be deductedfrom the interviews: people, format and topics. Wefound that the motivation to attend and even a commonidentity is quite strongly based on these three factors. Furthermore,the results indicate that participants share a set ofactivities and methods by following the barcamp’s inherentrules and make extensive use of social media.