Pammer-Schindler Viktoria, Bratic Marina, Feyertag Sandra, Faltin Nils
2015
We report two 6-week studies, each with 10 participants, on improving time management. In each study a different interventions was administered, in parallel to otherwise regular work: In the self-tracking setting, participants used only an activity logging tool to track their time use and a reflective practice, namely daily review of time use, to improve time management. In the coaching setting, participants did the same, but additionally received weekly bilateral coaching. In both settings, participants reported learning about time management. This is encouraging, as such self-directed learning is clearly cheaper than coaching. Only participants in the coaching setting however improved their self-assessment with respect to predefined time management best practices. The Value of Self-tracking and the Added Value of Coaching in the Case of Improving Time Management. Available from: https://www.researchgate.net/publication/300259607_The_Value_of_Self-tracking_and_the_Added_Value_of_Coaching_in_the_Case_of_Improving_Time_Management [accessed Oct 24 2017].
Fessl Angela, Feyertag Sandra, Pammer-Schindler Viktoria
2015
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.
Fessl Angela, Wesiak Gudrun, Feyertag Sandra, Rivera-Pelayo Verónica
2015
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.