Geiger Manfred, Waizenegger Lena, Treasure-Jones Tamsin, Sarigianni Christina, Maier Ronald, Thalmann Stefan, Remus Ulrich
2017
Research on information system (IS) adoption and resistance has accumulatedsubstantial theoretical and managerial knowledge. Surprisingly, the paradox that end userssupport and at the same time resist use of an IS has received relatively little attention. Theinvestigation of this puzzle, however, is important to complement our understanding ofresistant behaviours and consequently to strengthen the explanatory power of extanttheoretical constructs on IS resistance. We investigate an IS project within the healthcare ...
Topps David, Dennerlein Sebastian, Treasure-Jones Tamsin
2017
There is increasing interest in Barcamps and Unconferences as an educational approach during traditional medical education conferences. Ourgroup has now accumulated extensive experience in these formats over a number of years in different educational venues. We present asummary of observations and lessons learned about what works and what doesn’t.
Dennerlein Sebastian, Treasure-Jones Tamsin, Lex Elisabeth, Ley Tobias
2016
Background: Teamworking, within and acrosshealthcare organisations, is essential to deliverexcellent integrated care. Drawing upon an alternationof collaborative and cooperative phases, we exploredthis teamworking and respective technologicalsupport within UK Primary Care. Participants usedBits&Pieces (B&P), a sensemaking tool for tracedexperiences that allows sharing results and mutuallyelaborating them: i.e. cooperating and/orcollaborating.Summary of Work: We conducted a two month-longcase study involving six healthcare professionals. InB&P, they reviewed organizational processes, whichrequired the involvement of different professions ineither collaborative and/or cooperative manner. Weused system-usage data, interviews and qualitativeanalysis to understand the interplay of teamworkingpracticeand technology.Summary of Results: Within our analysis we mainlyidentified cooperation phases. In a f2f-meeting,professionals collaboratively identified subtasks andassigned individuals leading collaboration on them.However, these subtasks were undertaken asindividual sensemaking efforts and finally combined(i.e. cooperation). We found few examples ofreciprocal interpretation processes (i.e. collaboration):e.g. discussing problems during sensemaking ormonitoring other’s sensemaking-outcomes to makesuggestions.Discussion: These patterns suggest that collaborationin healthcare often helps to construct a minimalshared understanding (SU) of subtasks to engage incooperation, where individuals trust in other’scompetencies and autonomous completion. However,we also found that professionals with positivecollaboration history and deepened SU were willing toundertake subtasks collaboratively. It seems thatacquiring such deepened SU of concepts andmethods, leads to benefits that motivate professionalsto collaborate more.Conclusion: Healthcare is a challenging environmentrequiring interprofessional work across organisations.For effective teamwork, a deepened SU is crucial andboth cooperation and collaboration are required.However, we found a tendency of staff to rely mainlyon cooperation when working in teams and not fullyexplore benefits of collaboration.Take Home Messages: To maximise benefits ofinterprofessional working, tools for teamworkingshould support both cooperation and collaborationprocesses and scaffold the move between them
Santos Patricia, Dennerlein Sebastian, Theiler Dieter, Cook John, Treasure-Jones Tamsin, Holley Debbie, Kerr Micky , Atwell Graham, Kowald Dominik, Lex Elisabeth
2016
Social learning networks enable the sharing, transfer and enhancement of knowledge in the workplace that builds the ground to exchange informal learning practices. In this work, three healthcare networks are studied in order to understand how to enable the building, maintaining and activation of new contacts at work and the exchange of knowledge between them. By paying close attention to the needs of the practitioners, we aimed to understand how personal and social learning could be supported by technological services exploiting social networks and the respective traces reflected in the semantics. This paper presents a case study reporting on the results of two co-design sessions and elicits requirements showing the importance of scaffolding strategies in personal and shared learning networks. Besides, the significance of these strategies to aggregate trust among peers when sharing resources and decision-support when exchanging questions and answers. The outcome is a set of design criteria to be used for further technical development for a social tool. We conclude with the lessons learned and future work.
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.
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.
Trattner Christoph, Smadi Mohammad, Theiler Dieter, Dennerlein Sebastian, Kowald Dominik, Rella Matthias, Kraker Peter, Barreto da Rosa Isaías, Tomberg Vladimir, Kröll Mark, Treasure-Jones Tamsin, Kerr Micky, Lindstaedt Stefanie , Ley Tobias
2013
Cook John, Santos Patricia, Ley Tobias, Dennerlein Sebastian, Pata Kai, Colley Joanna, Sandars John, Treasure-Jones Tamsin
2013