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Kopeinik Simone, Lex Elisabeth, Kowald Dominik, Albert Dietrich, Seitlinger Paul

A Real-Life School Study of Confirmation Bias and Polarisation in Information Behaviou

Lecture Notes in Computer Science, Springer, 2019

When people engage in Social Networking Sites, they influence one another through their contributions. Prior research suggests that the interplay between individual differences and environmental variables, such as a person’s openness to conflicting information, can give rise to either public spheres or echo chambers. In this work, we aim to unravel critical processes of this interplay in the context of learning. In particular, we observe high school students’ information behavior (search and evaluation of Web resources) to better understand a potential coupling between confirmatory search and polarization and, in further consequence, improve learning analytics and information services for individual and collective search in learning scenarios. In an empirical study, we had 91 high school students performing an information search in a social bookmarking environment. Gathered log data was used to compute indices of confirmatory search and polarisation as well as to analyze the impact of social stimulation. We find confirmatory search and polarization to correlate positively and social stimulation to mitigate, i.e., reduce the two variables’ relationship. From these findings, we derive practical implications for future work that aims to refine our formalism to compute confirmatory search and polarisation indices and to apply it for depolarizing information services

Kopeinik Simone, Lex Elisabeth, Seitlinger Paul, Ley Tobias, Albert Dietrich

Supporting collaborative learning with tag recommendations: a real-world study in an inquiry-based classroom project

Proceedings of the 7th International Conference on Learning Analytics and Knowledge (LAK 2017), ACM, Vancouver, 2017

In online social learning environments, tagging has demonstratedits potential to facilitate search, to improve recommendationsand to foster reflection and learning.Studieshave shown that shared understanding needs to be establishedin the group as a prerequisite for learning. We hypothesisethat this can be fostered through tag recommendationstrategies that contribute to semantic stabilization.In this study, we investigate the application of two tag recommendersthat are inspired by models of human memory:(i) the base-level learning equation BLL and (ii) Minerva.BLL models the frequency and recency of tag use while Minervais based on frequency of tag use and semantic context.We test the impact of both tag recommenders on semanticstabilization in an online study with 56 students completinga group-based inquiry learning project in school. Wefind that displaying tags from other group members contributessignificantly to semantic stabilization in the group,as compared to a strategy where tags from the students’individual vocabularies are used. Testing for the accuracyof the different recommenders revealed that algorithms usingfrequency counts such as BLL performed better whenindividual tags were recommended. When group tags wererecommended, the Minerva algorithm performed better. Weconclude that tag recommenders, exposing learners to eachother’s tag choices by simulating search processes on learners’semantic memory structures, show potential to supportsemantic stabilization and thus, inquiry-based learning ingroups.

Ley Tobias, Kump Barbara, Maiden N., Albert D., Maas A.

Evaluating the Adaptation of a Learning System when the Prototype is not Ready: A Paper-based Lab Study

User Modelling, Adaptation, and Personalization 17th International Conference UMAP 2009, Houben, G., McCalla, G., Pianesi, F., Zancanaro, M., Springer, 2009


Ley Tobias, Kump Barbara, Lindstaedt Stefanie , Albert D., Maiden N. A. M., Jones S.

Competence and Performance in Requirements Engineering: Bringing Learning to the Workplace

in: Tomadaki, E., Scott, P. (Eds.), Innovative Approaches for Learning and Knowledge Sharing, EC-TEL 2006 Workshops Proceedings, ISSN 1613-0073, Milton Keynes: Open University., Milton Keynes: Open University., 2006

Challenges for learning in knowledge work are being discussed.These include the challenge to better support self-directed learning whileaddressing the organizational goals and constraints at the same time, andproviding guidance for learning. The use of competencies is introduced as away to deal with these challenges. Specifically, the competence performanceapproach offers ways to better leverage organizational context and to supportinformal learning interventions. A case study illustrates the application of thecompetence performance approach for the learning domain of requirementsengineering. We close with conclusions and an outlook on future work.

Ley Tobias, Lindstaedt Stefanie , Albert D.

Supporting Competency Development in Informal Workplace Learning

Lecture Notes in Artificial Intelligence, Althoff, K.-D., Dengel, A., Bergmann, R., Nick, M., Roth-Berghofer, T., Springer, Heidelberg, 2005

This paper seeks to suggest ways to support informal, self-directed, work-integrated learning within organizations. We focus on a special type of learning in organizations, namely on competency development, that is a purposeful development of employee capabilities to perform well in a large array of situations. As competency development is inherently a self-directed development activity, we seek to support these activities primarily in an informal learning context. AD-HOC environments which allow employees context specific access to documents in a knowledge repository have been suggested to support learning in the workplace. In this paper, we suggest to use the competence performance framework as a means to enhance the capabilities of AD HOC environments to support competency development. The framework formalizes the tasks employees are working in and the competencies needed to perform the tasks. Relating tasks and competencies results in a competence performance structure, which structures both tasks and competencies in terms of learning prerequisites. We conclude with two scenarios that make use of methods established in informal learning research. The scenarios show how competence performance structures enhance feedback mechanisms in a coaching process between supervisor and employee and provide assistance for self directed learning from a knowledge repository.

Ley Tobias, Lindstaedt Stefanie , Albert D.

Competency Development in Knowledge Management and eLearning: Supporting Informal Workplace Learning

WM 2005: Professional Knowledge Management Experiences and Visions, Contributions to the 3rd Conference Professional Knowledge Management, April 10-13, 2005, Kaiserslautern, Althoff, K.-D., Dengel, A., Bergmann, R., Nick, M., Springer, Kaiserslautern, 2005


Ley Tobias, Albert D.

Quality Criteria for Competency Assignments: Examples from a Project Management Case Study

Proceedings of Informatik 2004 - 34. Jahrestagung der Gesellschaft für Informatik, Gesellschaft für Informatik, Ulm/Germany, 2004

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