Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2019

Kaiser Rene, Thalmann Stefan, Pammer-Schindler Viktoria, Fessl Angela

Collaborating in a Research and Development Project: Knowledge Protection Practices applied in a Co-opetitive Setting

10th Conference Professional Knowledge Management, Data-Driven Knowledge Management workshop, proWM’19, Potsdam, DE, 2019

Konferenz
Organisations participate in collaborative projects that include competitors for a number of strategic reasons, even whilst knowing that this requires them to consider both knowledge sharing and knowledge protection throughout collaboration. In this paper, we investigated which knowledge protection practices representatives of organizations employ in a collaborative research and innovation project that can be characterized as a co-opetitive setting. We conducted a series of 30 interviews and report the following seven practices in structured form: restrictive partner selection in operative project tasks, communication through a gatekeeper, to limit access to a central platform, to hide details of machine data dumps, to have data not leave a factory for analysis, a generic model enabling to hide usage parameters, and to apply legal measures. When connecting each practice to a priori literature, we find three practices focussing on collaborative data analytics tasks had not yet been covered so far.
2019

Fessl Angela, Simic Ilija, Barthold Sabine, Pammer-Schindler Viktoria

Concept and Development of an Information Literacy Curriculum Widget

Conference on Learning Information Literacy , Deutschland, 2019

Konferenz
Information literacy, the access to knowledge and use of it are becoming a precondition for individuals to actively take part in social,economic, cultural and political life. Information literacy must be considered as a fundamental competency like the ability to read, write and calculate. Therefore, we are working on automatic learning guidance with respect to three modules of the information literacy curriculum developed by the EU (DigComp 2.1 Framework). In prior work, we havelaid out the essential research questions from a technical side. In this work, we follow-up by specifying the concept to micro learning, and micro learning content units. This means, that the overall intervention that we design is concretized to: The widget is initialized by assessing the learners competence with the help of a knowledge test. This is the basis for recommending suitable micro learning content, adapted to the identifi ed competence level. After the learner has read/worked through the content, the widget asks a reflective question to the learner. The goal of the reflective question is to deepen the learning. In this paper we present the concept of the widget and its integration in a search platform.
2018

Fessl Angela, Wertner Alfred, Pammer-Schindler Viktoria

Digging for Gold: Motivating Users to Explore Alternative Search Interfaces

Proceedings of the 13th European Conference on Technology Enhanced Learning (ECTEL), Pammer-Schindler, Viktoria, Perez-Sanagustin, Mar, Drachsler, Hendrik, and Elferink, Raymond, and Scheffel, Maren, Springer International Publishing, 2018

Konferenz
In this demonstration paper, we describe a prototype that visualizes usage of different search interfaces on a single search platform with the goal to motivate users to explore alternative search interfaces. The underlying rationale is, that by now the one-line-input to search engines is so standard, that we can assume users’ search behavior to be operationalized. This means, that users may be reluctant to explore alternatives even though these may be suited better to their context of use / search task.
2018

Fessl Angela, Kowald Dominik, Susana López Sola, Ana Moreno, Ricardo Alonso, Maturana, Thalmann_TU Stefan

Analytics for Everyday Learning from two Perspectives: Knowledge Workers and Teachers.

CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze, 2018

Konferenz
Learning analytics deals with tools and methods for analyzing anddetecting patterns in order to support learners while learning in formal as wellas informal learning settings. In this work, we present the results of two focusgroups in which the effects of a learning resource recommender system and adashboard based on analytics for everyday learning were discussed from twoperspectives: (1) knowledge workers as self-regulated everyday learners (i.e.,informal learning) and (2) teachers who serve as instructors for learners (i.e.,formal learning). Our findings show that the advantages of analytics for everydaylearning are three-fold: (1) it can enhance the motivation to learn, (2) it canmake learning easier and broadens the scope of learning, and (3) it helps to organizeand to systematize everyday learning.
2018

d'Aquin Mathieu , Kowald Dominik, Fessl Angela, Thalmann Stefan, Lex Elisabeth

AFEL - Analytics for Everyday Learning

Proceedings of the International Projects Track co-located with the 27th International World Wide Web Conference, ACM, Lyon, France, 2018

Konferenz
The goal of AFEL is to develop, pilot and evaluate methods and applications, which advance informal/collective learning as it surfaces implicitly in online social environments. The project is following a multi-disciplinary, industry-driven approach to the analysis and understanding of learner data in order to personalize, accelerate and improve informal learning processes. Learning Analytics and Educational Data Mining traditionally relate to the analysis and exploration of data coming from learning environments, especially to understand learners' behaviours. However, studies have for a long time demonstrated that learning activities happen outside of formal educational platforms, also. This includes informal and collective learning usually associated, as a side effect, with other (social) environments and activities. Relying on real data from a commercially available platform, the aim of AFEL is to provide and validate the technological grounding and tools for exploiting learning analytics on such learning activities. This will be achieved in relation to cognitive models of learning and collaboration, which are necessary to the understanding of loosely defined learning processes in online social environments. Applying the skills available in the consortium to a concrete set of live, industrial online social environments, AFEL will tackle the main challenges of informal learning analytics through 1) developing the tools and techniques necessary to capture information about learning activities from (not necessarily educational) online social environments; 2) creating methods for the analysis of such informal learning data, based on combining feature engineering and visual analytics with cognitive models of learning and collaboration; and 3) demonstrating the potential of the approach in improving the understanding of informal learning, and the way it is better supported; 4) evaluate all the former items in real world large scale applications and platforms.
2018

Pammer-Schindler Viktoria, Fessl Angela, Wertner Alfred

Challenges in Developing Automatic Learning Guidance in Relation to an Information Literacy Curriculum

CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze , 2018

Konferenz
Becoming a data-savvy professional requires skills and competencesin information literacy, communication and collaboration, and content creationin digital environments. In this paper, we present a concept for automatic learningguidance in relation to an information literacy curriculum. The learning guidanceconcept has three components: Firstly, an open learner model in terms of an informationliteracy curriculum is created. Based on the data collected in the learnermodel, learning analytics is used in combination with a corresponding visualizationto present the current learning status of the learner. Secondly, reflectionprompts in form of sentence starters or reflective questions adaptive to the learnermodel aim to guide learning. Thirdly, learning resources are suggested that arestructured along learning goals to motivate learners to progress. The main contributionof this paper is to discuss what we see as main research challenges withrespect to existing literature on open learner modeling, learning analytics, recommendersystems for learning, and learning guidance.
2018

Cicchinelli Analia, Veas Eduardo Enrique, Pardo Abelardo, Pammer-Schindler Viktoria, Fessl Angela, Barreiros Carla, Lindstaedt Stefanie

Finding traces of self-regulated learning in activity streams

ACM Conference on Learning Analytics and Knowledge, LAK , ACM, ACM, 2018

Konferenz
This paper aims to identify self-regulation strategies from students' interactions with the learning management system (LMS). We used learning analytics techniques to identify metacognitive and cognitive strategies in the data. We define three research questions that guide our studies analyzing i) self-assessments of motivation and self regulation strategies using standard methods to draw a baseline, ii) interactions with the LMS to find traces of self regulation in observable indicators, and iii) self regulation behaviours over the course duration. The results show that the observable indicators can better explain self-regulatory behaviour and its influence in performance than preliminary subjective assessments.
2018

Pammer-Schindler Viktoria, Thalmann Stefan, Fessl Angela, Füssel Julia

Virtualizing face-2-face trainings for training senior professionals: A Comparative Case Study on Financial Auditor

AC, London, 2018

Konferenz
Traditionally, professional learning for senior professionalsis organized around face-2-face trainings. Virtual trainingsseem to offer an opportunity to reduce costs related to traveland travel time. In this paper we present a comparative casestudy that investigates the differences between traditionalface-2-face trainings in physical reality, and virtualtrainings via WebEx. Our goal is to identify how the way ofcommunication impacts interaction between trainees,between trainees and trainers, and how it impactsinterruptions. We present qualitative results fromobservations and interviews of three cases in differentsetups (traditional classroom, web-based with allparticipants co-located, web-based with all participants atdifferent locations) and with overall 25 training participantsand three trainers. The study is set within one of the BigFour global auditing companies, with advanced seniorauditors as learning cohort
2017

Pammer-Schindler Viktoria, Fessl Angela, Wiese Michael, Thalmann Stefan

Improving Search Strategies of Auditors – A Focus Group on Reflection Interventions

ARTEL Workshop at EC-TEL 2017, Tallin, Estland, 2017

Konferenz
Financial auditors routinely search internal as well as public knowledge bases as part of the auditing process. Efficient search strategies are crucial for knowledge workers in general and for auditors in particular. Modern search technology quickly evolves; and features beyond keyword search like fac-etted search or visual overview of knowledge bases like graph visualisations emerge. It is therefore desirable for auditors to learn about new innovations and to explore and experiment with such technologies. In this paper, we present a reflection intervention concept that intends to nudge auditors to reflect on their search behaviour and to trigger informal learning in terms of by trying out new or less frequently used search features. The reflection intervention concept has been tested in a focus group with six auditors using a mockup. Foremost, the discussion centred on the timing of reflection interventions and how to raise mo-tivation to achieve a change in search behaviour.
2017

Thalmann Stefan, Larrazábal Jorge, Pammer-Schindler Viktoria, Kreuzthaler Armin, Fessl Angela

Fast Language Learning: Being Able to Manage Projects in a Foreign Language within Two Month

EdMedia: World Conference on Educational Media and Technology, Association for the Advancement of Computing in Education (AACE, Washington, DC, United States, 2017

Konferenz
n times of globalization, also workforce needs to be able to go global. This holds true especially for technical experts holding an exclusive expertise. Together with a global manufacturing company, we addressed the challenge of being able to send staff into foreign countries for managing technical projects in the foreign language. We developed a language learning concept that combines a language learning platform with conventional individual but virtually conducted coaching sessions. In our use case, we developed this ...
2016

Fessl Angela, Wesiak Gudrun, Pammer-Schindler Viktoria

A Reflective Quiz in a Professional Qualification Program for Stroke Nurses: A Field Trial

EC-TEL 2016 Proceedings, Springer Link, Springer-Verlag, Cham, 2016

Konferenz
Reflective learning is an important strategy to keep the vast body of theoretical knowledge fresh, stay up-to-date with new knowledge, and to relate theoretical knowledge to practical experience. In this work, we present a study situated in a qualification program for stroke nurses in Germany. In the seven-week study, $21$ stroke nurses used a quiz on medical knowledge as additional learning instrument. The quiz contained typical quiz questions (``content questions'') as well as reflective questions that aimed at stimulating nurses to reflect on the practical relevance of the learned knowledge.We particularly looked at how reflective questions can support the transfer of theoretical knowledge to practice.The results show that by playful learning and presenting reflective questions at the right time, participants were motivated to reflect, deepened their knowledge and related theoretical knowledge to practical experience. Subsequently, they were able to better understand patient treatments and increased their self-confidence.
2016

Luzhnica Granit, Pammer-Schindler Viktoria, Fessl Angela, Mutlu Belgin, Veas Eduardo Enrique

Designing Generic Visualisations for Activity Log Data

Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL16), CEUR-WS, Lyon, 2016

Konferenz
Especially in lifelong or professional learning, the picture of a continuous learning analytics process emerges. In this proces s, het- erogeneous and changing data source applications provide data relevant to learning, at the same time as questions of learners to data cha nge. This reality challenges designers of analytics tools, as it req uires ana- lytics tools to deal with data and analytics tasks that are unk nown at application design time. In this paper, we describe a generic vi sualiza- tion tool that addresses these challenges by enabling the vis ualization of any activity log data. Furthermore, we evaluate how well parti cipants can answer questions about underlying data given such generic versus custom visualizations. Study participants performed better in 5 out of 10 tasks with the generic visualization tool, worse in 1 out of 1 0 tasks, and without significant difference when compared to the visuali zations within the data-source applications in the remaining 4 of 10 ta sks. The experiment clearly showcases that overall, generic, standalon e visualiza- tion tools have the potential to support analytical tasks suffi ciently well
2015

Fessl Angela, Feyertag Sandra, Pammer-Schindler Viktoria

Designing Innovative Digital Technologies for Knowledge Management and Data-driven Business: A Case Study

In Proceeding of 15th International Conference on Knowledge Technologies and Data-driven Business, 2015

Konferenz
This paper presents a case study on co-designing digitaltechnologies for knowledge management and data-driven businessfor an SME. The goal of the case study was to analysethe status quo of technology usage and to develop designsuggestions in form of mock-ups tailored to the company’sneeds. We used both requirements engineering and interactivesystem design methods such as interviews, workshops,and mock-ups for work analysis and system design. The casestudy illustrates step-by-step the processes of knowledge extractionand combination (analysis) and innovation creation(design). These processes resulted in non-functional mockups,which are planned to be implemented within the SME.
2015

Fessl Angela, Wesiak Gudrun, Feyertag Sandra, Rivera-Pelayo Verónica

In-App Reflection Guidance for Workplace Learning

Proceedings of the 10th European Conference on Technoloy Enhanced Learning (ECTEL 2015), Springer, NULL, 2015

Konferenz
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 di erent applications, and its evaluation in three di erent 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 su fficient to trigger reflection, however with di fferent implemented components also reflective learning takesplace on di erent 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.
2010

Kraker Peter, Fessl Angela, Lindstaedt Stefanie , Ullmann T.D., Wild F., Scott P., Duval E., Vandeputte B., Parra G., Reinhardt W., Heinze N., Nagel T., Gillet D.

Components of a Research 2.0 Infrastructure

EC-TEL 2010: Fifth European Conference on Technology Enhanced Learning, Wolpers, M., Kirschner, P. A., Scheffel, M., Lindstaedt, S. N., Dimitrova, V., Springer, 2010

Konferenz
In this paper, we investigate the components of a Research 2.0infrastructure. We propose building blocks and their concrete implementationto leverage Research 2.0 practice and technologies in our field, including apublication feed format for exchanging publication data, a RESTful API toretrieve publication and Web 2.0 data, and a publisher suit for refining andaggregating data. We illustrate the use of this infrastructure with Research 2.0application examples ranging from a Mash-Up environment, a mobile andmultitouch application, thereby demonstrating the strength of thisinfrastructure.
2010

Lindstaedt Stefanie , Kraker Peter, Höfler Patrick, Fessl Angela

Feeding TEL: Building an Ecosystem Around BuRST to Convey Publication Metadata

Research 2.0 Workshop EC-TEL 2010, 2010

Konferenz
In this paper we present an ecosystem for the lightweight exchangeof publication metadata based on the principles of Web 2.0. At the heart of thisecosystem, semantically enriched RSS feeds are used for dissemination. Thesefeeds are complemented by services for creation and aggregation, as well aswidgets for retrieval and visualization of publication metadata. In twoscenarios, we show how these publication feeds can benefit institutions,researchers, and the TEL community. We then present the formats, services,and widgets developed for the bootstrapping of the ecosystem. We concludewith an outline of the integration of publication feeds with the STELLARNetwork of Excellence1 and an outlook on future developments.

Fessl Angela, Thalmann Stefan

How to Manage Projects in a Foreign Language within Two Months: A Case Study

Konferenz
In times of globalization, also workforce needs to be able to go global. This holds true especially for technical experts holding an exclusive expertise. Together with a global manufacturing company, we addressed the challenge of being able to send staff into foreign countries for managing technical projects in the foreign language. We developed a socio-technical language learning concept that combines an online language learning platform with gamification features and conventional individual but virtually conducted coaching sessions. We report from a project we conducted with an international manufacturing company in which native Spanish speakers learned English within two months. The approach was tested in a four weeks trial with 10 participants. The target audience for this talk are HR-professionals, educational technologists and all people interested in language learning. We expect that our talk will spark discussions about the combination of ICT mediated learning and f-to-f learning in language learning and also about the role of gamification in this process.
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