Dennerlein Sebastian, Kowald Dominik, Lex Elisabeth, Ley Tobias, Pammer-Schindler Viktoria
2018
Co-Creation methods for interactive computer systems design are by now widely accepted as part of the methodological repertoire in any software development process. As the communityis becoming more and more aware of the factthat software is driven by complex, artificially intelligent algorithms, the question arises what “co-creation of algorithms” in the sense of users ex-plicitly shaping the parameters of algorithms during co-creation, could mean, and how it would work. They are not tangible like featuresin a tool and desired effects are harder to be explained or understood. Therefore, we propose an it-erative simulation-based Co-Design approach that allows to Co-Create Algo-rithms together with the domain professionals by making their assumptions and effects observable. The proposal is a methodological idea for discussion within the EC-TEL community, yet to be applied in a research practice
Kowald Dominik, Seitlinger Paul , Ley Tobias , Lex Elisabeth
2018
In this paper, we present the results of an online study with the aim to shed light on the impact that semantic context cues have on the user acceptance of tag recommendations. Therefore, we conducted a work-integrated social bookmarking scenario with 17 university employees in order to compare the user acceptance of a context-aware tag recommendation algorithm called 3Layers with the user acceptance of a simple popularity-based baseline. In this scenario, we validated and verified the hypothesis that semantic context cues have a higher impact on the user acceptance of tag recommendations in a collaborative tagging setting than in an individual tagging setting. With this paper, we contribute to the sparse line of research presenting online recommendation studies.
Ruiz-Calleja Adolfo, Prieto Luis Pablo, Jesús Rodríguez Triana María , Dennerlein Sebastian, Ley Tobias
2017
Despite the ubiquity of learning in the everyday life of most workplaces, the learning analytics community only has paid attention to such settings very recently. One probable reason for this oversight is the fact that learning in the workplace is often informal, hard to grasp and not univocally defined. This paper summarizes the state of the art of Workplace Learning Analytics (WPLA), extracted from a systematic literature review of five academic databases as well as other known sources in the WPLA community. Our analysis of existing proposals discusses particularly on the role of different conceptions of learning and their influence on the LA proposals’ design and technology choices. We end the paper by discussing opportunities for future work in this emergent field.
Kopeinik Simone, Lex Elisabeth, Seitlinger Paul, Ley Tobias, Albert Dietrich
2017
In online social learning environments, tagging has demonstratedits potential to facilitate search, to improve recommendationsand to foster reflection and learning.Studieshave shown that shared understanding needs to be establishedin the group as a prerequisite for learning. We hypothesisethat this can be fostered through tag recommendationstrategies that contribute to semantic stabilization.In this study, we investigate the application of two tag recommendersthat are inspired by models of human memory:(i) the base-level learning equation BLL and (ii) Minerva.BLL models the frequency and recency of tag use while Minervais based on frequency of tag use and semantic context.We test the impact of both tag recommenders on semanticstabilization in an online study with 56 students completinga group-based inquiry learning project in school. Wefind that displaying tags from other group members contributessignificantly to semantic stabilization in the group,as compared to a strategy where tags from the students’individual vocabularies are used. Testing for the accuracyof the different recommenders revealed that algorithms usingfrequency counts such as BLL performed better whenindividual tags were recommended. When group tags wererecommended, the Minerva algorithm performed better. Weconclude that tag recommenders, exposing learners to eachother’s tag choices by simulating search processes on learners’semantic memory structures, show potential to supportsemantic stabilization and thus, inquiry-based learning ingroups.
Lindstaedt Stefanie , Ley Tobias, Klamma Ralf, Wild Fridolin
2016
Recognizing the need for addressing the rather fragmented character of research in this field, we have held a workshop on learning analytics for workplace and professional learning at the Learning Analytics and Knowledge (LAK) Conference. The workshop has taken a broad perspective, encompassing approaches from a number of previous traditions, such as adaptive learning, professional online communities, workplace learning and performance analytics. Being co-located with the LAK conference has provided an ideal venue for addressing common challenges and for benefiting from the strong research on learning analytics in other sectors that LAK has established. Learning Analytics for Workplace and Professional Learning is now on the research agenda of several ongoing EU projects, and therefore a number of follow-up activities are planned for strengthening integration in this emerging field.
Dennerlein Sebastian, Ley Tobias, , Lex Elisabeth, Seitlinger Paul
2016
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.
Dennerlein Sebastian, Rella Matthias, Tomberg Vladimir, Theiler Dieter, Treasure-Jones Tamsin, Kerr Micky, Ley Tobias, Al-Smadi Mohammad, Trattner Christoph
2015
Sensemaking at the workplace and in educational contexts has beenextensively studied for decades. Interestingly, making sense out of the own wealthof learning experiences at the workplace has been widely ignored. To tackle thisissue, we have implemented a novel sensemaking interface for healthcare professionalsto support learning at the workplace. The proposed prototype supportsremembering of informal experiences from episodic memory followed by sensemakingin semantic memory. Results from an initial study conducted as part ofan iterative co-design process reveal the prototype is being perceived as usefuland supportive for informal sensemaking by study participants from the healthcaredomain. Furthermore, we find first evidence that re-evaluation of collectedinformation is a potentially necessary process that needs further exploration tofully understand and support sensemaking of informal learning experiences.
Ruiz-Calleja Adolfo, Dennerlein Sebastian, Tomberg Vladimir , Pata Kai, Ley Tobias, Theiler Dieter, Lex Elisabeth
2015
This paper presents the potential of a social semantic infrastructure that implements an Actor Artifact Network (AAN) with the final goal of supporting learning analytics at the workplace. Two applications were built on top of such infrastructure and make use of the emerging relations of such a AAN. A preliminary evaluation shows that an AAN can be created out of the usage of both applications, thus opening the possibility to implement learning analytics at the workplace.
Ruiz-Calleja Adolfo, Dennerlein Sebastian, Tomberg Vladimir , Ley Tobias , Theiler Dieter, Lex Elisabeth
2015
This paper presents our experiences using a social semantic infrastructure that implements a semantically-enriched Actor Artifact Network (AAN) to support informal learning at the workplace. Our previous research led us to define the Model of Scaling Informal Learning, to identify several common practices when learning happens at the workplace, and to propose a social semantic infrastructure able to support them. This paper shows this support by means of two illustrative examples where practitioners employed several applications integrated into the infrastructure. Thus, this paper clarifies how workplace learning processes can be supported with such infrastructure according to the aforementioned model. The initial analysis of these experiences gives promising results since it shows how the infrastructure mediates in the sharing of contextualized learning artifacts and how it builds up an AAN that makes explicit the relationships between actors and artifacts when learning at the workplace.
Cook John, Ley Tobias, Maier Ronald, Mor Yishay, Santos Patricia, Lex Elisabeth, Dennerlein Sebastian, Trattner Christoph, Holley Debbie
2015
In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN. We illustrate this approach with the example of Help Seeking for healthcare professionals.
Dennerlein Sebastian, Kowald Dominik, Lex Elisabeth, Lacic Emanuel, Theiler Dieter, Ley Tobias
2015
Informal learning at the workplace includes a multitude of processes. Respective activities can be categorized into multiple perspectives on informal learning, such as reflection, sensemaking, help seeking and maturing of collective knowledge. Each perspective raises requirements with respect to the technical support, this is why an integrated solution relying on social, adaptive and semantic technologies is needed. In this paper, we present the Social Semantic Server, an extensible, open-source application server that equips clientside tools with services to support and scale informal learning at the workplace. More specifically, the Social Semantic Server semantically enriches social data that is created at the workplace in the context of user-to-user or user-artifact interactions. This enriched data can then in turn be exploited in informal learning scenarios to, e.g., foster help seeking by recommending collaborators, resources, or experts. Following the design-based research paradigm, the Social Semantic Server has been implemented based on design principles, which were derived from theories such as Distributed Cognition and Meaning Making. We illustrate the applicability and efficacy of the Social Semantic Server in the light of three real-world applications that have been developed using its social semantic services. Furthermore, we report preliminary results of two user studies that have been carried out recently.
Dennerlein Sebastian, Treasure-Jones Tamsin, Tomberg Vladimir, Theiler Dieter, Lex Elisabeth, Ley Tobias
2015
Sensemaking at the workplace and in educational contexts has been extensively studied for decades. Interestingly, making sense out of the own wealth of learning experiences at the workplace has been widely ignored. To tackle this issue, we have implemented a novel sensemaking interface for healthcare professionals to support learning at the workplace. The proposed prototype supports remembering of informal experiences from episodic memory followed by sensemaking in semantic memory. Results from an initial study conducted as part of an iterative co-design process reveal the prototype is being perceived as useful and supportive for informal sensemaking by study participants from the healthcare domain. Furthermore, we find first evidence that re-evaluation of collected information is a potentially necessary process that needs further exploration to fully understand and support sensemaking of informal learning experiences.
Seitlinger Paul, Kowald Dominik, Kopeinik Simone, Hasani-Mavriqi Ilire, Ley Tobias, Lex Elisabeth
2015
Classic resource recommenders like Collaborative Filtering(CF) treat users as being just another entity, neglecting non-linear user-resource dynamics shaping attention and inter-pretation. In this paper, we propose a novel hybrid rec-ommendation strategy that re nes CF by capturing thesedynamics. The evaluation results reveal that our approachsubstantially improves CF and, depending on the dataset,successfully competes with a computationally much moreexpensive Matrix Factorization variant.
Divitini Monica, Lindstaedt Stefanie , Pammer-Schindler Viktoria, Ley Tobias
2013
With this workshop, we intend to bring together the European communities of technology-enhanced learning, which typically meets at the ECTEL, and of computersupported cooperative work, which typically meets at the ECSCW. While the ECTEL community has traditionally focused on technology support for learning, be it in formal learning environments like schools, universities, etc. or in informal learning environments like workplaces, the ECSCW community has traditionally investigated how computers can and do mediate and influence collaborative work, in settings as diverse as the typical “gainful employment” situations, project work within university courses, volunteer settings in NGOs etc. Despite overlapping areas of concerns, the two communities are also exploiting different theories and methodological approaches. Within this workshop, we discuss issues that are relevant for both communities, and have the potential to contribute to a more lively communication between both communities.
Lindstaedt Stefanie , Kump Barbara, Beham Günter, Pammer-Schindler Viktoria, Ley Tobias, de Hoog R., Dotan A.
2010
We present a work-integrated learning (WIL) concept which aims atempowering employees to learn while performing their work tasks. Withinthree usage scenarios we introduce the APOSDLE environment whichembodies the WIL concept and helps knowledge workers move fluidly alongthe whole spectrum of WIL activities. By doing so, they are experiencingvarying degrees of learning guidance: from building awareness, over exposingknowledge structures and contextualizing cooperation, to triggering reflectionand systematic competence development. Four key APOSDLE components areresponsible for providing this variety of learning guidance. The challenge intheir design lies in offering learning guidance without being domain-specificand without relying on manually created learning content. Our three monthsummative workplace evaluation within three application organizationssuggests that learners prefer awarenss building functionalities and descriptivelearning guidance and reveals that they benefited from it.
Beham Günter, Kump Barbara, Lindstaedt Stefanie , Ley Tobias
2010
According to studies into learning at work, interpersonal help seeking is the most important strategy of how people acquireknowledge at their workplaces. Finding knowledgeable persons, however, can often be difficult for several reasons. Expertfinding systems can support the process of identifying knowledgeable colleagues thus facilitating communication andcollaboration within an organization. In order to provide the expert finding functionality, an underlying user model is needed thatrepresents the characteristics of each individual user. In our article we discuss requirements for user models for the workintegratedlearning (WIL) situation. Then, we present the APOSDLE People Recommender Service which is based on anunderlying domain model, and on the APOSDLE User Model. We describe the APOSDLE People Recommender Service on thebasis of the Intuitive Domain Model of expert finding systems, and explain how this service can support interpersonal helpseeking at workplaces.
Ley Tobias, Seitlinger Paul
2010
Researching the emergence of semantics in social systems needs totake into account how users process information in their cognitive system. Wereport results of an experimental study in which we examined the interactionbetween individual expertise and the basic level advantage in collaborative tagging.The basic level advantage describes availability in memory of certain preferredlevels of taxonomic abstraction when categorizing objects and has beenshown to vary with level of expertise. In the study, groups of students taggedinternet resources for a 10-week period. We measured the availability of tags inmemory with an association test and a relevance rating and found a basic leveladvantage for tags from more general as opposed to specific levels of the taxonomy.An interaction with expertise also emerged. Contrary to our expectations,groups that spent less time to develop a shared understanding shifted tomore specific levels as compared to groups that spent more time on a topic. Weattribute this to impaired collaboration in the groups. We discuss implicationsfor personalized tag and resource recommendations.
Ley Tobias, Kump Barbara, Gerdenitsch C.
2010
Adaptive scaffolding has been proposed as an efficient means for supporting self-directed learning both in educational as well as in adaptive learning systems research. However, the effects of adaptation on self-directed learning and the differential contributions of different adaptation models have not been systematically examined. In this paper, we examine whether personalized scaffolding in the learning process improves learning. We conducted a controlled lab study in which 29 students had to solve several tasks and learn with the help of an adaptive learning system in a within-subjects control condition design. In the learning process, participants obtained recommendations for learning goals from the system in three conditions: fixed scaffolding where learning goals were generated from the domain model, personalized scaffolding where these recommendations were ranked according to the user model, and random suggestions of learning goals (control condition). Students in the two experimental conditions clearly outperformed students in the control condition and felt better supported by the system. Additionally, students who received personalized scaffolding selected fewer learning goals than participants from the other groups.
Schoefegger K., Weber Nicolas, Lindstaedt Stefanie , Ley Tobias
2009
The changes in the dynamics of the economy and thecorresponding mobility and fluctuations of knowledge workers within organizationsmake continuous social learning an essential factor for an organization.Within the underlying organizational processes, KnowledgeMaturing refers to the the corresponding evolutionary process in whichknowledge objects are transformed from informal and highly contextualizedartifacts into explicitly linked and formalized learning objects.In this work, we will introduce a definition of Knowledge (Maturing)Services and will present a collection of sample services that can be dividedinto service functionality classes supporting Knowledge Maturingin content networks. Furthermore, we developed an application of thesesample services, a demonstrator which supports quality assurance withina highly content based organisational context.
Weber Nicolas, Ley Tobias, Lindstaedt Stefanie , Schoefegger K., Bimrose J., Brown A., Barnes S.
2009
Lindstaedt Stefanie , Beham Günter, Ley Tobias, Kump Barbara
2009
Work-integrated learning (WIL) poses unique challenges for usermodel design: on the one hand users’ knowledge levels need to be determinedbased on their work activities – testing is not a viable option; on the other handusers do interact with a multitude of different work applications – there is nocentral learning system. This contribution introduces a user model and correspondingservices (based on SOA) geared to enable unobtrusive adaptabilitywithin WIL environments. Our hybrid user model services interpret usage datain the context of enterprise models (semantic approaches) and utilize heuristics(scruffy approaches) in order to determine knowledge levels, identify subjectmatter experts, etc. We give an overview of different types of user model services(logging, production, inference, control), provide a reference implementationwithin the APOSDLE project, and discuss early evaluation results.
Ley Tobias, Kump Barbara, Ulbrich Armin, Scheir Peter, Lindstaedt Stefanie
2008
The paper suggests a way to support work-integrated learning for knowledge workwhich poses a great challenge for current research and practice. We first present a WorkplaceLearning Context Model which has been derived by analyzing knowledge work and the knowledgesources used by knowledge workers. The model specifies an integrative view on knowledgeworkers’ work environment by connecting learning, work and knowledge spaces. We then focuson the part of the context which specifies learning goals and their interrelations to task and domainmodels. Our purpose is to support learning needs analysis which is based on a comparison of tasksperformed in the past to those tasks to be tackled in the future. A first implementation in theAPOSDLE project is presented including the models generated for five real world applications andthe software prototype. We close with an outlook on future work.
Ley Tobias, Kump Barbara, Lindstaedt Stefanie , Albert D., Maiden N. A. M., Jones S.
2006
Challenges for learning in knowledge work are being discussed.These include the challenge to better support self-directed learning whileaddressing the organizational goals and constraints at the same time, andproviding guidance for learning. The use of competencies is introduced as away to deal with these challenges. Specifically, the competence performanceapproach offers ways to better leverage organizational context and to supportinformal learning interventions. A case study illustrates the application of thecompetence performance approach for the learning domain of requirementsengineering. We close with conclusions and an outlook on future work.
Ley Tobias, Lindstaedt Stefanie , Albert D.
2005
This paper seeks to suggest ways to support informal, self-directed, work-integrated learning within organizations. We focus on a special type of learning in organizations, namely on competency development, that is a purposeful development of employee capabilities to perform well in a large array of situations. As competency development is inherently a self-directed development activity, we seek to support these activities primarily in an informal learning context. AD-HOC environments which allow employees context specific access to documents in a knowledge repository have been suggested to support learning in the workplace. In this paper, we suggest to use the competence performance framework as a means to enhance the capabilities of AD HOC environments to support competency development. The framework formalizes the tasks employees are working in and the competencies needed to perform the tasks. Relating tasks and competencies results in a competence performance structure, which structures both tasks and competencies in terms of learning prerequisites. We conclude with two scenarios that make use of methods established in informal learning research. The scenarios show how competence performance structures enhance feedback mechanisms in a coaching process between supervisor and employee and provide assistance for self directed learning from a knowledge repository.
Ley Tobias, Albert D.
2004
Woels K., Kirchpal S., Ley Tobias
2003
Ley Tobias
2003
Ley Tobias, Rollett H., Dösinger G., Bruhnsen K., Droschl G.
2002
Ley Tobias, Ulbrich Armin
2002
Ley Tobias, Rollett H.
2001
Rollett H., Ley Tobias
2001