Publikationen

Artificial intelligence (AI) is by now used in many different work settings, including construction industry. As new technologies change business and work processes, one important aspect is to understand how potentially affected workers perceive and understand the existing and upcoming AI in their work environment. In this work, we present the results of an exploratory case study with 20 construction workers in a small Austrian company about their knowledge of and attitudes toward AI. Our results show that construction workers’ understanding of AI as a concept is rather superficial, diffuse, and vague, often linked to physical and tangible entities such as robots, and often based on inappropriate sources of information which can lead to misconceptions about AI and AI anxiety. Learning opportunities for promoting (future) construction workers’ AI literacy should be accessible and understandable for learners at various educational levels and encompass aspects such as i) conveying the basics of digitalization, automation, and AI to enable a clear distinction of these concepts, ii) building on the learners’ actual experience realm, i.e., taking into account their focus on physical, tangible, and visible entities, and iii) reducing AI anxiety by elaborating on the limits of AI.

Organisations participate in collaborative projects that include competitors for a number of strategic reasons, even whilst knowing that this requires them to consider both knowledge sharing and knowledge protection throughout collaboration. In this paper, we investigated which knowledge protection practices representatives of organizations employ in a collaborative research and innovation project that can be characterized as a co-opetitive setting. We conducted a series of 30 interviews and report the following seven practices in structured form: restrictive partner selection in operative project tasks, communication through a gatekeeper, to limit access to a central platform, to hide details of machine data dumps, to have data not leave a factory for analysis, a generic model enabling to hide usage parameters, and to apply legal measures. When connecting each practice to a priori literature, we find three practices focussing on collaborative data analytics tasks had not yet been covered so far.

This paper gives a comprehensive overview of the Virtual Director concept. A Virtual Director is a software component automating the key decision making tasks of a TV broadcast director. It decides how to mix and present the available content streams on a particular playout device, most essentially deciding which camera view to show and when to switch to another. A Virtual Director allows to take decisions respecting individual user preferences and playout device characteristics. In order to take meaningful decisions, a Virtual Director must be continuously informed by real-time sensors which emit information about what is happening in the scene. From such (low-level) 'cues', the Virtual Director infers higher-level events, actions, facts and states which in turn trigger the real-time processes deciding on the presentation of the content. The behaviour of a Virtual Director, the 'production grammar', defines how decisions are taken, generally encompassing two main aspects: selecting what is most relevant, and deciding how to show it, applying cinematographic principles.

Production companies typically have not utilized video content and video technology in factory environ-ments to a significant extent in the past. However, the current Industry 4.0 movement inspires companies to reconsider production processes and job qualifications for their shop floor workforce. Infrastructure and machines get connected to central manufacturing execution systems in digitization and datafication efforts. In the realm of this fourth industrial revolution, companies are encouraged to revisit their strategy regarding video-based applications as well. This paper discusses the current situation and selected aspects of opportu-nities and challenges of video technology that might enable added value in such environments.

This paper aims to contribute to the discussion on 360° video storytelling. It describes the 'Virtual Director' concept, an enabling technology that was developed to personalize video presentation in applications where multiple live streams are available at the same time. Users are supported in dynamically changing viewpoints, as the Virtual Director essentially automates the tasks of a human director. As research prototypes on a proof-of-concept maturity level, this approach has been evaluated for personalized live event broadcast, group video communication and distributed theatre performances. While on the capture side a 180° high-resolution panoramic video feed has been used in one of these application scenarios, so far, only traditional 2D video screen were investigated for playout. The research question this paper aims to contribute to is how technology in general, and an adaptation of the Virtual Director concept in particular, could assist users in their needs when consuming 360° content, both live and recorded. In contexts when users do not want to enjoy the freedom to look into any direction, or when content creators want them to look in a certain direction, how could the interaction with and intervention of a Virtual Director be applied from a storytelling point of view?

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.