Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen


Lindstaedt Stefanie , Kump Barbara, Beham Günter, Pammer-Schindler Viktoria, Ley Tobias, de Hoog R., Dotan A.

Providing Varying Degrees of Guidance for Work-Integrated Learning

Sustaining TEL: From Innovation to Learning and Practice, Proceedings of EC-TEL 2010, Wolpers, M., Kirschner, P. A., Scheffel, M., Lindstaedt, S. N., Dimitrova, V., Springer, 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.

Lindstaedt Stefanie , Beham Günter, Aehnelt Mario, Hambach S., Musielak M., Kooken J.P., de Hoog Robert, Leemkuil Hendrik H.

APOSDLE approach to self-directed work-integrated learning-APOSDLE Deliverable D2. 11

Know Center, 2010


Dotan Amir, Maiden N., Lockerbie J., de Hoog Robert, Leemkuil Hendrik H., Ghidini C., Rospocher M., Lindstaedt Stefanie , Kump Barbara, Pammer-Schindler Viktoria, Faatz A., Zinnen A.

APOSDLE approach to self-directed work-integrated learning-APOSDLE Deliverable D2. 11

City University, 2010


Lindstaedt Stefanie , Hambach S., Müsebeck P., de Hoog R., Kooken J., Musielak M.

Context and Scripts: Supporting Interactive Work-Integrated Learning

Computer Supported Collaboration Learning Practices, CSCL09, 8-13 June 2009, Rhodes, Greece, Dimitracopoulou A., O’Malley, C., Suthers D., Reimann P. , 2009

Computational support for work-integrated learning will gain more and moreattention. We understand informal self-directed work-integrated learning of knowledgeworkers as a by-product of their knowledge work activities and propose a conceptual as wellas a technical approach for supporting learning from documents and learning in interactionwith fellow knowledge workers. The paper focuses on contextualization and scripting as twomeans to specifically address the latter interaction type.

Lindstaedt Stefanie , de Hoog R., Aehnelt M.

APOSDLE: Contextualized Collaborative Knowledge Work Support

Supplementary Proceedings of the 11th European Conference on Computer Supported Cooperative Work, Demos, Videos, Posters, Vienna, Austria, 7 - 11 September 2009, 2009

This contribution shortly introduces the collaborative APOSDLE environmentfor integrated knowledge work and learning. It proposes a video presentation and thepresentation of the third APOSDLE prototype.

Lindstaedt Stefanie , Aehnelt M., de Hoog R.

Supporting the Learning Dimension of Knowledge Work

Learning in the Synergy of Multiple Disciplines, 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Nice, France, September 29 - October 2, 2009, Cress, U., Dimitrova, V., Specht, M., 2009


de Hoog Robert, Kooken J.P,, Ley Tobias, Kump Barbara, Lindstaedt Stefanie

Second workplace learning study. Deliverable D2. 5, EU Project 027023 APOSDLE

Know Center, 2008


Kooken J., Ley Tobias, de Hoog R.

How Do People Learn at the Workplace? Investigating Four Workplace Learning Assumptions

in: Duval, E., Klamma, R., Wolpers, M. (Eds.), Creating New Learning Experiences on a Global Scale (LNCS, Volume 4753), Springer, Heidelberg, 2007

Any software development project is based on assumptions about the state of the world that probably will hold when it is fielded. Investigating whether they are true can be seen as an important task. This paper describes how an empirical investigation was designed and conducted for the EU funded APOSDLE project. This project aims at supporting informal learning during work. Four basic assumptions are derived from the project plan and subsequently investigated in a two-phase study using several methods, including workplace observations and a survey. The results show that most of the assumptions are valid in the current work context of knowledge workers. In addition more specific suggestions for the design of the prospective APOSDLE application could be derived. Though requiring a substantial effort, carrying out studies like this can be seen as important for longer term software development projects.
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