Lindstaedt Stefanie , Czech Paul, Fessl Angela
2017
A Lifecycle Approach to Knowledge Excellence various industries and use cases. Through their cognitive computing-based approach, which combines the strength of man and the machine, they are setting standards within both the local and the international research community. With their expertise in the field of knowledge management they are describing the basic approaches in this chapter.
Lindstaedt Stefanie , Ley Tobias, Sack Harald
2015
Stegmaier Florian, Seifert Christin, Kern Roman, Höfler Patrick, Bayerl Sebastian, Granitzer Michael, Kosch Harald, Lindstaedt Stefanie , Mutlu Belgin, Sabol Vedran, Schlegel Kai
2014
Research depends to a large degree on the availability and quality of primary research data, i.e., data generated through experiments and evaluations. While the Web in general and Linked Data in particular provide a platform and the necessary technologies for sharing, managing and utilizing research data, an ecosystem supporting those tasks is still missing. The vision of the CODE project is the establishment of a sophisticated ecosystem for Linked Data. Here, the extraction of knowledge encapsulated in scientific research paper along with its public release as Linked Data serves as the major use case. Further, Visual Analytics approaches empower end users to analyse, integrate and organize data. During these tasks, specific Big Data issues are present.
Seitlinger Christian, Schöfegger Karin, Lindstaedt Stefanie , Ley Tobias
2012
Ravenscroft Andrew, Lindstaedt Stefanie , Delgado Kloos Carlos, Hernández-Leo Davinia
2012
This book constitutes the refereed proceedings of the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012. The 26 revised full papers presented were carefully reviewed and selected from 130 submissions. The book also includes 12 short papers, 16 demonstration papers, 11 poster papers, and 1 invited paper. Specifically, the programme and organizing structure was formed through the themes: mobile learning and context; serious and educational games; collaborative learning; organisational and workplace learning; learning analytics and retrieval; personalised and adaptive learning; learning environments; academic learning and context; and, learning facilitation by semantic means.
Lindstaedt Stefanie , Christl Conny
2011
This chapter presents a domain-independent computational environment which supports work-integrated learning at the professional workplace. The Advanced Process-Oriented Self-Directed Learning Environment (APOSDLE) provides learning support during the execution of work tasks (instead of beforehand), within the work environment of the user (instead of within a separate learning system), and repurposes content which was not originally intended for learning (instead of relying on the expensive manual creation of learning material). Since this definition of work-integrated learning might differ from other definitions employed within this book, a short summary of the theoretical background is provided. Along the example of the company Innovation Service Network (ISN), a network of SME’s, a rich and practical description of the deployment and usage of APOSDLE is given. The chapter provides the reader with firsthand experiences and discusses efforts and lessons learned, backed up with experiences gained in two other application settings, namely EADS in France and a Chamber of Commerce and industry in Germany.
Scheir Peter, Prettenhofer Peter, Lindstaedt Stefanie , Ghidini Chiara
2010
While it is agreed that semantic enrichment of resources would lead to better search results, at present the low coverage of resources on the web with semantic information presents a major hurdle in realizing the vision of search on the Semantic Web. To address this problem, this chapter investigates how to improve retrieval performance in settings where resources are sparsely annotated with semantic information. Techniques from soft computing are employed to find relevant material that was not originally annotated with the concepts used in a query. The authors present an associative retrieval model for the Semantic Web and evaluate if and to which extent the use of associative retrieval techniques increases retrieval performance. In addition, the authors present recent work on adapting the network structure based on relevance feedback by the user to further improve retrieval effectiveness. The evaluation of new retrieval paradigms - such as retrieval based on technology for the Semantic Web - presents an additional challenge since no off-the-shelf test corpora exist. Hence, this chapter gives a detailed description of the approach taken to evaluate the information retrieval service the authors have built.
Wolpers Martin, Kirschner Paul A., Scheffel Maren, Lindstaedt Stefanie , Dimitrova Vania
2010
Lindstaedt Stefanie , Duval E., Ullmann T.D., Wild F., Scott P.
2010
Research2.0 is in essence a Web2.0 approach to how we do research. Research2.0 creates conversations between researchers, enables them to discuss their findings and connects them with others. Thus, Research2.0 can accelerate the diffusion of knowledge.ChallengesAs concluded during the workshop, at least four challenges are vital for future research.The first area is concerned with availability of data. Access to sanitized data and conventions on how to describe publication-related metadata provided from divergent sources are enablers for researchers to develop new views on their publications and their research area. Additional, social media data gain more and more attention. Reaching a widespread agreement about this for the field of technology-enhanced learning would be already a major step, but it is also important to focus on the next steps: what are success-critical added values driving uptake in the research community as a whole?The second area of challenges is seen in Research 2.0 practices. As technology-enhanced learning is a multidisciplinary field, practices developed in one area could be valuable for others. To extract the essence of successful multidisciplinary Research 2.0 practice though, multidimensional and longitudinal empirical work is needed. It is also an open question, if we should support practice by fostering the usage of existing tools or the development of new tools, which follow Research 2.0 principles. What makes a practice sustainable? What are the driving factors?The third challenge deals with impact. What are criteria of impact for research results (and other research artefacts) published on the Web? How can this be related to the publishing world appearing in print? Is a link equal to a citation or a download equal to a subscription? Can we develop a Research 2.0 specific position on impact measurement? This includes questions of authority, quality and re-evaluation of quality, and trust.The tension between openness and privacy spans the fourth challenge. The functionality of mash-ups often relies on the use of third-party services. What happens with the data, if this source is no longer available? What about hidden exchange of data among backend services?
Schmidt A., Hinkelmann K., Ley Tobias, Lindstaedt Stefanie , Maier R., Riss U.
2009
Effective learning support in organizations requires a flexible and personalizedtoolset that brings together the individual and the organizational perspectiveon learning. Such toolsets need a service-oriented infrastructure of reusable knowledgeand learning services as an enabler. This contribution focuses on conceptualfoundations for such an infrastructure as it is being developed within the MATUREIP and builds on the knowledge maturing process model on the one hand, and theseeding-evolutionary growth-reseeding model on the other hand. These theories areused to derive maturing services, for which initial examples are presented.
Ulbrich Armin, Höfler Patrick, Lindstaedt Stefanie
2008
Ziel dieses Kapitels ist es, gemeinsame Verwendungsszenariendes Semantic Web und des Social Web zu identifizieren und zu benennen.Dabei wird ein Teilaspekt des Themengebiets im Detail betrachtet: die Nutzungvon Services, die Beobachtungen des Verhaltens von Anwendern analysieren, umdaraus maschinell interpretierbare Informationen zu erhalten und diese als Modellezu organisieren. Es werden zunächst einige Eigenschaften und Unterscheidungsmerkmalevon Anwenderverhalten und organisierten Modellen dargestellt.Anschließend wird der mögliche wechselseitige Nutzen von Anwenderverhaltenund Modellen diskutiert. Den Abschluss bildet eine Betrachtung einiger exemplarischerSoftware-Services, die heute schon verwendet werden, um Anwenderverhaltenin Modelle überzuführen.
Lindstaedt Stefanie , Ulbrich Armin
2006
Lindstaedt Stefanie , Ley Tobias, Farmer Johannes
2004
Lindstaedt Stefanie , Farmer J., Ley Tobias
2004