Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2017

Görögh Edit, Vignoli Michela, Gauch Stephan, Blümel Clemens, Kraker Peter, Hasani-Mavriqi Ilire, Luzi Daniela , Walker Mappet, Toli Eleni, Sifacaki Electra

Opening up new channels for scholarly review, dissemination, and assessment

OpenSym 2017 International Symposium on Open Collaboration, Lorraine Morgan, ACM, Galway, Ireland, 2017

Konferenz
The growing dissatisfaction with the traditional scholarly communication process and publishing practices as well as increasing usage and acceptance of ICT and Web 2.0 technologies in research have resulted in the proliferation of alternative review, publishing and bibliometric methods. The EU-funded project OpenUP addresses key aspects and challenges of the currently transforming science landscape and aspires to come up with a cohesive framework for the review-disseminate-assess phases of the research life cycle that is fit to support and promote open science. The objective of this paper is to present first results and conclusions of the landscape scan and analysis of alternative peer review, altmetrics and innovative dissemination methods done during the first project year.
2017

Seitlinger Paul, Ley Tobias, Kowald Dominik, Theiler Dieter, Hasani-Mavriqi Ilire, Dennerlein Sebastian, Lex Elisabeth, Albert D.

Balancing the Fluency-Consistency Tradeoff in Collaborative Information Search Using a Recommender Approach

International Journal of Human-Computer Interaction, Constantine Stephanidis and Gavriel Salvendy , Taylor and Francis, 2017

Journal
Creative group work can be supported by collaborative search and annotation of Web resources. In this setting, it is important to help individuals both stay fluent in generating ideas of what to search next (i.e., maintain ideational fluency) and stay consistent in annotating resources (i.e., maintain organization). Based on a model of human memory, we hypothesize that sharing search results with other users, such as through bookmarks and social tags, prompts search processes in memory, which increase ideational fluency, but decrease the consistency of annotations, e.g., the reuse of tags for topically similar resources. To balance this tradeoff, we suggest the tag recommender SoMe, which is designed to simulate search of memory from user-specific tag-topic associations. An experimental field study (N = 18) in a workplace context finds evidence of the expected tradeoff and an advantage of SoMe over a conventional recommender in the collaborative setting. We conclude that sharing search results supports group creativity by increasing the ideational fluency, and that SoMe helps balancing the evidenced fluency-consistency tradeoff.
2017

d'Aquin Mathieu , Adamou Alessandro , Dietze Stefan , Fetahu Besnik , Gadiraju Ujwal , Hasani-Mavriqi Ilire, Holz Peter, Kümmerle Joachim, Kowald Dominik, Lex Elisabeth, Lopez Sola Susana, Mataran Ricardo, Sabol Vedran, Troullinou Pinelopi, Veas Eduardo, Veas Eduardo Enrique

AFEL: Towards Measuring Online Activities Contributions to Self-Directed Learning

7th Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL 2017), Kravcik M., Mikroyannidis A., Pammer-Schindler V., Prilla M., CEUR-WS, Tallinn, Estonia, 2017

Konferenz
More and more learning activities take place online in a self-directed manner. Therefore, just as the idea of self-tracking activities for fitness purposes has gained momentum in the past few years, tools and methods for awareness and self-reflection on one's own online learning behavior appear as an emerging need for both formal and informal learners. Addressing this need is one of the key objectives of the AFEL (Analytics for Everyday Learning) project. In this paper, we discuss the different aspects of what needs to be put in place in order to enable awareness and self-reflection in online learning. We start by describing a scenario that guides the work done. We then investigate the theoretical, technical and support aspects that are required to enable this scenario, as well as the current state of the research in each aspect within the AFEL project. We conclude with a discussion of the ongoing plans from the project to develop learner-facing tools that enable awareness and self-reflection for online, self-directed learners. We also elucidate the need to establish further research programs on facets of self-tracking for learning that are necessarily going to emerge in the near future, especially regarding privacy and ethics.
Kontakt Karriere

Hiermit erkläre ich ausdrücklich meine Einwilligung zum Einsatz und zur Speicherung von Cookies. Weiter Informationen finden sich unter Datenschutzerklärung

The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this.

Close