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- KonferenzbeitragHistStadt4D – A four dimensional access to history(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Kröber, Cindy; Friedrichs, Kristina; Filz, NicoleWe propose a multidisciplinary approach based on an extensive data base which provides digitalized photographic material from the end of the 19th century up to recent times. Thus a large amount of photographic evidence will be exploited, structured and enriched by additional sources to serve as a foundation for an application relying on 3D visualizations. The application addresses scholars as well as the general public and will provide different kinds of information and tools for research and knowledge transfer. Design/methodology/approach – The method applied will be diachronic: the virtual model may show one point in urban history depicting a certain state of past Dresden and also its development through the various eras. In addition the method works in a dualistic mode: on the one hand the physical development of the urban area will be explored and presented in detail, on the other hand the analysis of the pictures will give profound insights in the specific perception of the urban space. Originality/value – This methodology aims to make large repositories more accessible and proactive in information-seeking. Using a 3D application as an access for media repositories, research tools and functionalities which can improve the scientific handling of the data will be considered. How should the data and information be processed to meet the researcher’s needs? Which information can be retrieved from the visual media? What needs to be considered to ensure scientific standards and motivation while working with the image repositories? Users of the virtual archives can benefit extensively form effective searching functions and tools which work not only content- and theme-based but also location-based. Practical implications – The outcomes of the research will be presented in a 4D browser and available in an Augmented Reality presentation. The design will comply with the requirements of the field of application, whether aiming at a scientific, educative or touristic purpose. The paper itself considers three different approaches to the topic highlighting the multidisciplinary strategy and opportunities of the project. The first one considers research questions from art history. The second one reflects on concepts from information science, photogrammetry and computer vision for visualizations and the third one introduces an interaction concept for an AR application for the Zwinger in Dresden.
- KonferenzbeitragMigration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Jantos, Anne; Heinz, Matthias; Schoop, Eric; Sonntag, RalphThis paper is part of an extensive project1 which focusses on creating and implementing a scalable flipped classroom framework to broaden information and media competencies in university staff in Saxony. A flipped classroom arrangement with a sensible mix of multimedia tools promotes meaningful learning and lowers travel costs by avoiding content consumption in face-to-face time and instead offers content beforehand using various sources. This paper will in particular focus on the approach to gradually apply a flipped classroom arrangement to a B2B-Marketing course specifically designed for part-time students and use the implications to promote this method and further the step-by-step migration to the flipped classroom at universities in Saxony. Design/methodology/approach – Gathering information by reviewing previous experiences in E-Learning over the past decade, we were able to create an overview of how to approach part-time students and identified various concepts to create a more flexible and meaningful learning environment. We decided on a flipped classroom arrangement which offers time sensible teaching and promotes meaningful learning. A flipped classroom framework has been created which can be adjusted freely. Finally, we implemented the framework to a B2B-Marketing course by adapting it to the course content, time frame and attendance number. This procedure is designed to gradually increase usage of multi media tools and self efficacy and thereby steadily migrates the course to the flipped classroom. Originality/value – Focussing on part-time students’ needs and satisfying them with a flipped classroom arrangement is an entirely new approach. This project connects parttime- learning with online learning in a yet unprecedented manner. Practical implications – This paper describes the project’s two main outcomes. Firstly, an independent scalable framework which can be adapted to different learners’ and teachers’ needs. Secondly, the application strategy is described in detail and offers explicit indications and methods to implement the flipped classroom gradually. Also, there will be an evaluation which will be interpreted and summarized in a guideline as well as patterns and lessons learned. In general, this project aims to broaden media and information competencies and encourage and strengthen collaboration in higher education in Saxony.
- KonferenzbeitragGraphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Kirchner, Bettina; Wojdziak, Jan; Clemente, Mirko de Almeida Madeira; Groh, RainerMeeting notes are effective records for participants and a source of information for members who were unable to attend. They act as a reference point to decisions made, to plan next steps, and to identify and track action items. Despite the need for a multi meeting solution (Tucker and Whittaker, 05), meetings are often displayed as separated as well as descriptive documents. The aim of this work is to enhance access to overlapping meeting contents and existing coherences beyond a decoupled description. A visual representation of meeting content can lead to meeting records which are more comprehensible and more time efficient. Furthermore, it enables the depiction of knowledge that is often lost in conventional meeting records. Approach – Our goal was to define a general structure for meeting items, integrating content categories and relations between successive meetings. In this paper, we present a model based approach to visualize meeting content as well as content relations in order to support the preparation, execution and follow-up of meetings. Due to the fact that contents of consecutive meetings refer to each other (Post et al., 04), we consider meetings as a series of events. The resulting model substantiates the transformation of content as well as content relations into a visual form. Value – The proposed solution focuses on the model that is integrated into an interactive visualization. Thus, a novel approach to explore meeting records is provided. The model was proved to be suitable for meeting contents in various use cases. Examining the content in its visual representation across multiple consecutive meetings enhances the identification of any linked information at a glance over even long periods of time. Hence, important pieces of information will not be disregarded. Practical implications – The approach of our multi meeting protocol application is realized as a browser-based implementation that displays data from JSON objects. With this interactive visualization, the user can browse, search, and filter meeting content and get a deeper understanding of topics, their life cycle and relations to other topics. This leads to an overall comprehension of project or business progression that highlights topics that need to be addressed. Thus, the viewer is supported in preparing, executing, and following up meetings successfully and qualified to structure records in order to keep a clean transcript of a meeting.
- KonferenzbeitragGamifying Higher Education. Beyond Badges, Points and Leaderboards(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Fischer, Helge; Heinz, Matthias; Schlenker, Lars; Follert, FabianeGamification or related concepts such as serious games and playful design are discussed intensively in the field of academic education. Since 2011, gamification has continuously been recorded as a medium-term trend of online education in the annually published Horizon Report. In all areas in which engagement, participation, and motivation of individuals are the key success factors, strategies of gamification are considered. But, what are potentials of gamification in the field of higher education? How can educational technologies such as learning management systems be gamified? An essential part of this article is a study regarding the gamification of the learning management system OPAL. Design/methodology/approach – Based on a master thesis at the faculty of educational sciences, a study was conducted in order to investigate how the use of game elements can increase the attractiveness of OPAL for students. OPAL is the central learning management system at the Technische Universität Dresden. The study should answer the question: Which game design elements increase the attractiveness of OPAL for students? The research question was answered with a qualitative approach, while the collection of data was carried out by a focus group and expert interviews. The sample included six master’s students and one expert. The findings provide recommendations for redesigning OPAL. Originality/value – Often gamification is related to tools like points, badges, and leaderboards. But what elements exist beyond these? The contribution initially provides conceptual foundations and refers to game mechanics as the specifics of games. Based on this, the potential of gamification in higher education teaching was discussed. Practical implications – The article describes the concept of gamification and how this approach can be used in university teaching, especially for designing Learning Management Systems.
- KonferenzbeitragConsolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Schoop, Eric; Köhler, Thomas; Börner, Claudia; Schulz, JensBack in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development. Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed. Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes.
- KonferenzbeitragTwo Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Kohl, Holger; Orth, Ronald; Haunschild, Johanna; Schmieg, Hans GeorgThe purpose of this paper is to show how knowledge intensive information technology (IT) applications within an organisation can be identified and analysed to achieve two corporate goals: First, an optimisation of the corporate IT landscape that avoids inefficiencies or redundancies. Second the implementation of a knowledge management (KM) system that is aligned with the corporate IT infrastructure. Design/methodology/approach – Methodically, the approach can be described as a practical two-step procedure. In the first step the knowledge intensive IT systems are identified through a questionnaire that is performed in the IT department of the organisation. Based on the expertise of the IT management adequate information concerning benefits and utilization of the applications and the description of technical conditions can be determined. On the basis of the work of the first step, selected user groups (key-user, admin-user, heads of departments, etc.) are surveyed on a broader base through semi-structured interviews. The focus here is to determine the application within its processes and to identify the importance in the fulfilment of the daily tasks as well as the capabilities in knowledge management. Therefore the survey covers the main questions regarding the classification of KM and provides a solid foundation for optimisations regarding the IT infrastructure. The two-step approach also provides the flexibility to identify future processes concerning an appropriate KM system and to identify practical adaptions of the existing IT landscape. Originality/value – The suggestion of a newly developed method to identify and assess knowledge intensive IT systems – what includes hard- and software – within an organisation. The results of the method can be used to develop recommendations to improve the conceivably of already existing KM or to originate an organisational KM as well as to enhance the existing IT landscape. This includes in particular the consideration of the processes in which knowledge is generated, stored, used and shared. Practical implications – The identification, utilization and harmonization of KM intensive systems can be a substantial advantage during the implementation or enhancement process of KM for two reasons: First, the important and implicitly for KM purposes used systems are identified and evaluated before the inception of the organisational KM. Second, the knowledge management orientation of the approach allows reducing both, the complexity and the variety of IT applications within an organisation.
- KonferenzbeitragAnalysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Rietze, MichelThis paper is part of an extensive action research project on learning analytics and focuses on the analysis criteria in Virtual Collaborative Learning (VCL) settings. We analyse how the efficiency of virtual learning facilitation can be increased by (semi-) automated learning analytics. Monitoring items are the starting point that enable the learning facilitator to identify learning problems and deduce adequate actions of intervention. However, the sophisticated media-based learning environment does not allow monitoring of vast amounts of items and appreciate the learning processes simultaneously. Design/methodology/approach – This paper fulfils the sub-goal of selecting and prioritising monitoring items for e-collaboration. The procedure is split into two Research Questions (RQ). A specification of the monitoring items will be compiled by a comparison and a consolidation of the already existing monitoring sheets. Therefore, we interviewed the responsible docents on differences and similarities. Additionally, we coded each monitoring item inductively due to their monitoring objective. As a result, we reduced the monitoring sheets to 40 final monitoring items (RQ1). In order to prioritise them, the learning facilitators scored the relevance and the complexity of the collection and assessment of data using a questionnaire. The analysis focused on differences in understanding of relevance and complexity. Further, we identified the highest scored monitoring items as well as scores with leverage potential. Afterwards we prioritised the items based on the applied analysis (RQ2). Originality/value – While previous studies on learning analytics were mostly driven by the educational data mining field and as a consequence had a technological focus. This paper is based on an existing pedagogical concept of VCL and therefore prioritises monitoring items to be implemented as selected learning analytics. Hence, it is guaranteed that the analysis is related directly to the learning content. Practical implications – This research paper achieved two outcomes: Firstly, a courseindependent standardised monitoring sheet. Thus, the reduction of the monitoring items should simplify and objectify the observation and clarify the performance review. Secondly, an insight into the relevance of each monitoring item had been delivered to the facilitators and provides significance on the quality of e-collaboration. Furthermore, the complexity score shows the necessary effort for data collection and assessment while the combination of relevance and complexity scores leads to the prioritisation of the needs of (semi-) automated learning analytics to support the learning facilitation.
- KonferenzbeitragVirtual International Learning Experience in Formal Higher Education – A Case Study from Jordan(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Tawileh, WissamInternational experience is important to prepare university students for successful career in the globalized knowledge economy. However, learners in developing countries have limited access to international educational experiences due to travel costs and constrains, political instability that prohibit academic visits from foreign students and instructors, societal restrictions on certain groups like female students, or old educational systems that resist didactical and organizational changes. The emergence of Social Media enabled the development of interactive learnercentered virtual learning environments that enable collaborative knowledge building in online social communities.This empirical study aims to explore how to provide Jordanian university students with international academic experience during their regular study programs without travelling abroad. Virtual Collaborative Learning has been introduced and examined in this specific context due to its reported high potential for developing countries. Design/methodology/approach – Following an educational design based approach, a Virtual Collaborative Learning arrangement has been re-designed to involve Jordanian students in a formal masters’ course with German students at the Technische Universität Dresden. Factors that affect participated Jordanian students’ perception of this experience have been examined using deep interviews and qualitative content analyses methods. Originality/value – The value of this study lays in the innovative approach to provide Jordanian university students with international learning experience by integrating them in a virtual community with peers from Germany using Social Media application. Practical implications – This study delivers empirical evidence on the potential of welldesigned Virtual Collaborative Learning arrangements to provide students with enjoyable, high-impact, immersive international learning experience at their home university. This helps universities, especially in Arab and developing countries, to grant their students a new learning experience using affordable easy-to-use Social Media solutions.
- KonferenzbeitragProcess Learning Environments(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Ehrlich, Stefan; Gärtner, Jens; Daoud, Eduard; Lorz, AlexanderDue to faster innovation cycles and competitive markets, current methods for implementing and adapting business processes can not keep pace with changing requirements and cause BPM solutions to falls short of business needs. The purpose of this paper is to propose a new approach for implementing an agile BPM methodology by substituting the plan-build-run approach with an incremental prototype-based model, removing intermediaries from the time critical path of business process evolution, and empowering end users to change business processes at runtime by manipulating process artefacts. Design/methodology/approach – Based on interviews with customers and stakeholders and our experience in implementing complex BPM solutions in SMEs, we propose key concepts for an agile BPM approach and derive basic requirements for implementing a BPM system that allows users to redefine business processes during their execution. This analysis is supplemented by a brief overview of current research trends in modelling and implementing agile BPM. Originality/value – All existing solutions examined by our team imply a separate modelling step by users or process managers. The designed key concepts enable users to implicitly model processes without interrupting day to day operations. Our approach enables organisations to introduce business process management in areas where agility is very important (e.g. product development) or to increase operational agility in areas with established BPM. Practical implications – An agile BPM solution can give organisations the flexibility they need to react quickly to changing markets and customer needs. We want to help them to introduce standardization and efficiency without losing agility. In areas where classical BPM is in place, our approach can increase the adaptation rate of process changes. In the areas of knowledge workers with a high level of agility, our approach can increase efficiency by supporting knowledge sharing.
- KonferenzbeitragGenerating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Sun, YingDesign idea generation is a significant part of a designer’s work and most frequently associated with creative problem solving. However, an outstanding challenge in design is translating empirical findings into ideas or knowledge that inform design, also known as generating implications for design. Though great efforts have been made to bridge this gap, there is still no overall consensus on how best to incorporate fieldwork data into the design idea generation process. The generation of design ideas is a process that is rooted in individual knowledge and is often considered a precedent-based type of reasoning, where knowledge is continuously transformed to produce new knowledge and this creative leap across the divide is very difficult. And it is believed that designers could potentially benefit from external stimuli that would provide a starting point or trigger and make the ideas generation more efficient. Most researchers have examined when and what type of stimuli designers used to support design idea generation. Nevertheless, it is still not clear how the different types of stimuli are retrieved and transformed during idea generation phases, and the knowledge transformation during this phases need to be clarified. In order to resolve this issue I conduct an open-ended semi-structured qualitative interview to learn about student and professional designers’ knowledge on how they select stimuli and transform it into design ideas, then compare with professor’s opinions. The interview would be conducted in terms of one-on-one face to face or online interview depending on the availability and accessibility of the interview respondents which would be audio recorded. Knowing more about how different designers, especially professional designers, to retrieve and transform preferred stimuli into ideas, and the design thinking involved in the process, is a significant step towards investigating the influence of stimuli during idea generation. Ultimately, I intend to build a general mechanism for designers to conduct an appropriate selection of functionally useful stimuli to transfer empirical findings to knowledge that inform design. The results try to help professional designers get more scientific structure, give student designers Visual Knowledge Media more practical guidance, but also help design education refine design idea generation methods and improve resulting techniques to discover a dynamic balance among theory and practice.