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
Dennerlein Sebastian, Gutounig Robert, Kraker Peter, Kaiser Rene_DB, Rauter Romana , Ausserhofer Julian
2013
Barcamps are informal conferences whose content is not de-fined in advance, often referred to as ad-hoc conferences orun-conferences. Therefore, the outcomes of a barcamp arelargely unknown before the event. This raises the question ofthe participants’ motivations to attend and contribute. Toanswer this question, we conducted an exploratory empiricalstudy at Barcamp Graz 2012. We applied a mixed-methodapproach: first we used a socio-demographic questionnaire(n=99) which allowed us to characterize the ’typical barcamper’.Second, we conducted qualitative interviews (n=10) toget a deeper understanding of the participants’ motivationsto attend, expectations, and the use of social media in thatcontext. We identified three concepts, which could be deductedfrom the interviews: people, format and topics. Wefound that the motivation to attend and even a commonidentity is quite strongly based on these three factors. Furthermore,the results indicate that participants share a set ofactivities and methods by following the barcamp’s inherentrules and make extensive use of social media.
Cook John, Santos Patricia, Ley Tobias, Dennerlein Sebastian, Pata Kai, Colley Joanna, Sandars John, Treasure-Jones Tamsin
2013
Dennerlein Sebastian, Santos Patricia, Kämäräinen Pekka , Deitmer Ludger , Heinemann Lars , Campbell Melanie, Dertl Michael, Bachl Martin, Trattner Christoph, Bauters Merja
2013
Being able to connect informal and formal learning experiences is thekey to successful apprenticeships. For instance the knowledge emerging out ofpractice should be used to extend and refine formal leaning experiences, andvice versa. Currently such scenarios are not supported appropriately withtechnology in many different domains. This paper focuses on the constructiondomain, which is one of the test-beds in the recently started large-scale EUproject ‘Learning Layers’. We suggest a model for bridging this gap betweenformal and informal learning by co-designing with construction sectorrepresentatives to identify how web services, apps and mobile devices can beorchestrated to connect informal and formal learning with the goal of enhancingcollaboration and supporting contextual learning at the workplace.
Dennerlein Sebastian
2013
This dissertation will elaborate on the understanding of intersubjective meaning making by analyzing the traces of collaborative knowledge construction users leave behind in socio-technical systems. Therefore, it will draw upon more theoretical and more formal models of cognitive psychology to describe and explain the underlying process in detail. This is done with the goal to support intersubjective meaning making and thus elevate informal collaborative knowledge construction in nowadays affordances of social media.
Kraker Peter, Dennerlein Sebastian
2013
In this position paper, we argue that the different disciplinesin Web Science do not work together in an interdisciplinaryway. We attribute this to a fundamental difference in approachingresearch between social scientists and computerscientists, which we call the patterns vs. model problem.We reason that interdisciplinary teamwork is needed toovercome the patterns vs. model problem. We then discusstwo theoretical strains in social science which we see asrelevant in the context of interdisciplinary teamwork. Finally,we sketch a model of interdisciplinary teamwork in WebScience based on the interplay of collaboration and cooperation.
Ley Tobias, Cook John, Dennerlein Sebastian, Kravcik Milos, Kunzmann Christine, Laanpere Mart, Pata Kai, Purma Jukka, Sandars John, Santos Patricia, Schmidt Andreas
2013
While several technological advances have been suggested to scale learning at the workplace, none has been successful to scale informal learning. We review three theoretical discourses and suggest an integrated systems model of scaffolding informal workplace learning that has been created to tackle this challenge. We derive research questions that emerge from this model and illustrate these with an in-depth analysis of two workplace learning domains.
Dennerlein Sebastian, Moskaliuk Johannes , Ley Tobias, Kump Barbara
2013
The co-evolution model of collaborative knowledge building by Cress & Kimmerle (2008)assumes that cognitive and social processes interact when users build knowledge with shareddigital artifacts. While these assumptions have been tested in various lab experiments, a testunder natural field conditions in educational settings has not been conducted. Here, wepresent a field experiment where we triggered knowledge co-evolution in an accommodationand an assimilation condition, and measured effects on student knowledge building outsidethe laboratory in the context of two university courses. Therefore, 48 students receiveddifferent kinds of prompts that triggered external accommodation and assimilation whilewriting a wiki text. Knowledge building was measured with a content analysis of the students‟texts and comments (externalization), and with concept maps and association tests(internalization). The findings reveal that (a) different modes of externalization(accommodation and assimilation) could be triggered with prompts, (b) across bothconditions, this externalization co-occurred with internalization (student learning), and (c)there is some evidence that external assimilation and accommodation had differential effectson internal assimilation and accommodation. Thus, the field experiment supports theassumptions of the co-evolution model in a realistic course setting. On a more general note,the study provides an example of how wikis can be used successfully for collaborativeknowledge building within educational contexts.