Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen


Lex Elisabeth, Kraker Peter, Dennerlein Sebastian

What Really Works: Reflections on Applied Methods in a Real World Interdisciplinary Project

Interdisciplinary Coups to Calamities Workshop at ACM Web Science, 2014

Today’s data driven world requires interdisciplinary, teamoriented approaches: experts from different disciplines are needed to collaboratively solve complex real-world problems. Interdisciplinary teams face a set of challenges that are not necessarily encountered by unidisciplinary teams, such as organisational culture, mental and financial barriers. We share our experiences with interdisciplinary teamwork based on a real-world example. We found that models of interdisciplinary teamwork from Social Sciences and Web Science can guide interdisciplinary teamwork in the domain of pharmaceutical knowledge management. Additionally, we identified potential extensions of the models’ components as well as novel influencing factors such the willingness to explicate and share domain knowledge.

Dennerlein Sebastian, Cook John, Kravcik Milos, Kunzmann Christine, Pata Kai, Purma Jukka, Sandars John, Santos Patricia , Schmidt Andreas, Al-Smadi Mohammad, Trattner Christoph, Ley Tobias

Scaling informal learning at the workplace: A model and four designs from a large‐scale design‐based research effort

British Journal of Educational Technology, 2014

Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking; (2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.
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