Publikationen

In-app reflection guidance for workplace learning means motivating and guiding users to reflect on their working and learning, based on users' activities captured by the app. In this paper, we present ageneric concept for such in-app reflection guidance for workplace learning, its implementation in three dierent applications, and its evaluation in three dierent settings (one setting per app). From this experience, we draw the following lessons learned: First, the implemented in-appreflection guidance components are perceived as useful tools for reflective learning and their usefulness increases with higher usage rates. Second, smart technological support is sufficient to trigger reflection, however with different implemented components also reflective learning takesplace on dierent stages. A sophisticated, unobtrusive integration in the working environment is not trivial at all. Automatically created prompts need a sensible timing in order to be perceived as useful and must not disrupt the current working processes.

Purpose: This contribution relates the Quantified Self approach to computer supported workplace learning. It shows results of a large field study where 12 different apps where used in several work contexts. Design/Methodology: Participants used the apps during their work and during training sessions to track their behaviour and mood at work and capture problematic experiences. Data capturing was either automatically, e.g. tracking program usage on a computer, or by participants manually documenting their experiences. Users then reflected individually or collaboratively about their experiences. Results: Results show that participants liked the apps and used the opportunity to learn something from their work experiences. Users evaluated apps as useful for professional training and having long-term benefits when used in the work life. Computer supported reflection about own data and experiences seems to have especially potential where new processes happen, e.g. with unexperienced workers or in training settings. Limitations: Apps were used in the wild so control about potential external influencing factors is limited. Research/Practical Implications: Results show a successful application of apps supporting individual learning in the work life. This shows that the concept of Quantified Self is not limited to private life but also has chances to foster vocational development. Originality/Value: This contribution combines the pragmatic Quantified Self approach with the theoretical background of reflective learning. It presents data from a broad-based study of using such apps in real work life. The results of the study give insights about its potential in this area and about possible influencing factors and barriers.

Computer-supported collaborative learning (CSCL) is already a central element of online learningenvironments, but is also gaining increasing importance in traditional classroom settings where coursework is carried out in groups. For these situations social interaction, sharing and construction ofknowledge among the group members are important elements of the learning process. The use ofcomputers and the internet facilitates such group work by allowing asynchronous as well as synchronouscontributions toto foster CSCL is the employment of Wiki systems, e.g. for collaboratively working on a writingassignment. We developed an enhanced Wiki system with self- and peer assessment, visualizations, and-science students showed its usefulness for collaborative course work. However, results from studies withtech-savvy participants, who are typically familiar with the benefits as well as drawbacks of such tools,are often limited regarding the generalizability to other populations. Thus, we introduced the Wiki in anon-technological environment and evaluated it with respect to usability, usefulness, and motivationalcomponents. Thirty psychology students used the co-writing Wiki to work collaboratively on a shortpaper. Besides providing an interface for generating and changing a document, the co-writing Wiki offerstools for formative assessment activities (integrated self-, peer-, and group assessment activities) as well-data(activity tracking) as well as questionnaire data gathered at before and after working with the Wiki.Additionally, the instructor evaluated the co-writing Wiki concerning its usefulness for CSCL activities inacademic settings. Despite technical problems and consequently low system usability scores, participantsperceived the offered functionalities as helpful to keep a good overview on the current status of theirpaper and the contributions of their group members. The integrated self-assessment tool helped them toget aware of their strengths and weaknesses. In addition, students showed a high intrinsic motivationwhile working with the co-Writing Wiki, which did not change over the course of the study. From the-writing Wiki allowed to effectively monitor the progress of the groups andenabled formative feedback by the instructor. Summarizing, the results indicate that using Wikis forCSCL is a promising way to also support students with no technological background.environments, but is also gaining increasing importance in traditional classroom settings where coursework is carried out in groups. For these situations social interaction, sharing and construction ofknowledge among the group members are important elements of the learning process. The use ofcomputers and the internet facilitates such group work by allowing asynchronous as well as synchronous contributions to a common learning object independent of student’s working time and location. One way to foster CSCL is the employment of Wiki systems, e.g. for collaboratively working on a writing assignment. We developed an enhanced Wiki system with self- and peer assessment, visualizations, and functionalities for continuous teacher feedback. First evaluations of this ‘co-writing Wiki’ with computer science students showed its usefulness for collaborative course work. However, results from studies with tech-savvy participants, who are typically familiar with the benefits as well as drawbacks of such tools, are often limited regarding the generalizability to other populations. Thus, we introduced the Wiki in a non-technological environment and evaluated it with respect to usability, usefulness, and motivational components. Thirty psychology students used the co-writing Wiki to work collaboratively on a short paper. Besides providing an interface for generating and changing a document, the co-writing Wiki offers tools for formative assessment activities (integrated self-, peer-, and group assessment activities) as well as monitoring the progress of the group’s collaboration. The evaluation of the tool is based on log-data (activity tracking) as well as questionnaire data gathered at before and after working with the Wiki. Additionally, the instructor evaluated the co-writing Wiki concerning its usefulness for CSCL activities in academic settings. Despite technical problems and consequently low system usability scores, participants perceived the offered functionalities as helpful to keep a good overview on the current status of their paper and the contributions of their group members. The integrated self-assessment tool helped them to get aware of their strengths and weaknesses. In addition, students showed a high intrinsic motivation while working with the co-Writing Wiki, which did not change over the course of the study. From the instructor’s perspective, the co-writing Wiki allowed to effectively monitor the progress of the groups and enabled formative feedback by the instructor. Summarizing, the results indicate that using Wikis for CSCL is a promising way to also support students with no technological background.