Auflistung GeNeMe 2016 nach Erscheinungsdatum
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- KonferenzbeitragIdeagrams: A digital tool for observing ideation processes(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Jannack, Anna; Noennig, Jörg Rainer; Holmer, Torsten; Georgi, ChristopherThe paper reports on an ongoing research project of TU Dresden Laboratory of Knowledge Architecture aiming the investigations of the traceability and visualization of upcoming ideas and topics within discussions. Communication and conversation analysis – to explore knowledge processes communication and interaction analyses emerged as a central scientific approach. Hereby knowledge creation and Knowledge Transfer are understood as collective and co-creative effort. Corresponding analysis tools and methods have been developed for the communication- and knowledge creation processes digital media extensively (Faraj et al 2011). However, research focusing on direct and immediate conversation, and not only based on digital media, rarely exists. Development requirements – The existing tools for the analysis of digital communication data are yet not widely applied in the domain of spoken discussions. Whereas communication processes in the digital domain create their data automatically, the data from natural settings have to be extracted laboriously (Tonfoni 2004). Since there are no effective methods on data recording of voice communication yet existing, there are no strong and evident methods on computer aided conversation tracking and analysing existing too. The Ideagram tool tries to overcome this shortcoming. Approach – A prototype of a transcription, visualization and analysis tool was designed, which is able to capture discussions by keywords and analyse them in real-time. The results are presented in several forms: histograms, semantic networks and mixtures between both. These visualizations allow identifying topic and concept dynamics, heuristic paths and creative moments. Central features of the discussion like knowledge communication, orientation for innovation and speech efficiency can be understood and designed. In the different figures - Ideagram - of spoken discussions the logged content is visualised. The program prototype counts the occurrence of the logged words. These can be marked within a chronological re-presentation graph and shows at what time which issue was discussed. By “peaks” and “valley’s” it is obviously visible where the talk was most or least active. The prototype tool allows analysing the used phrases according to their frequency and their appearance during the captured conversation. Practical implications & Value – In contrast of conventional protocol and transcription techniques this kind of knowledge mining allows a greater information bandwidth and a more efficient access on core topics, thematic conflicts, idea generation etc. Experiences in very different settings created a very rich data set and allows to state that the application in business and science seems to very useful according to recording, analysing and deepening of spoken discussions. Hence, the Ideagram is still a prototype version and need further investigation and development.
- 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.
- 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.
- KonferenzbeitragMOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Pscheida, Daniela; Herbst, Sabrina; Köhler, Thomas; Dubrau, Marlen; Zickwolf, KatharinaSince April 2014, the alliance of leading German Institutes of Technology(TU9) has been jointly producing and running massive open online courses (MOOCs) on the subject of engineering. On the one hand, the collaborative MOOC@TU9 project aims to combine the unique characteristics and strengths of the engineering courses offered by the TU9 universities, making inter-institute, cooperative, open learning both visible and accessible. This will enhance both local teaching and the national and international marketing of the universities. On the other hand, the project also aims to help build communal experience and develop quality and production standards for the use of different MOOC formats in digital higher education teaching. In this sense, the MOOC@TU9 project contributes to the vital development of sustainable digitalisation strategies at German universities in the form of a feasibility study, which can then be used in other contexts as a valuable example of best practice.Design/methodology/approach – The MOOC@TU9 project has a primarily practical approach. The focus of the collaboration between the TU9 universities is therefore the discussion, exchange and coordination of concrete actions in addition to the evaluation and assessment of the solutions reached and implemented. The collaboration within the TU9 network results in inter-organisation working and learning processes for the parties and institutions involved. These have a particular value, as this is how, through collaboration, we can build an effective, sustainable, multi-dimensional experience.Originality/value – MOOC@TU9 is a joint inter-university project with the aim of strategically testing the possibilities, parameters and benefits of using massive open online courses in higher education teaching, the like of which has never been seen before in Germany. There is, therefore, currently no systematic development of quality and production standards for MOOCs: a gap, which MOOC@TU9 is actively attempting to fill.Practical implications – Results and findings of the project are not only taken from specific practical work, they are also fed directly back into it. In this respect, it can and should provide valuable insights not only for course participants, but also for other universities and/or initiatives.
- KonferenzbeitragHow to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Grothe, Maik; Staar, Henning; Janneck, MoniqueOnline environments, such as social networks and online forums, offer new possibilities and a wide variety of identity and social relationship management for the users. However, besides functional contributions like mutual support and easy ways of establishing contacts there are critical perspectives on computer-mediated communication (CMC) regarding detrimental behavior like provoking, overbearing, attacking and insulting other users, especially when anonymity is high. Recent research has shown that these kinds of online behavior are associated with personality traits like sadism, machiavellianism, narcissism, and psychopathy (Buckels, Trapnell & Paulhus, 2014) and can lead to severe trouble, negative affect and dysfunction in online communities (Cheng, Danescu-Niculescu-Mitzil & Leskovec, 2015). As such, in the public perception “trolls“ have become a synonym for counterproductive and dysfunctional behavior (Bishop, 2014a, 2014b). Our research aim was to shed more light on trolling and counterproductive online behavior theoretically as well as empirically. In other words: We wanted to know who is behind the troll? How can he or she be characterized in terms of personality traits and what can be expected from trolls when it comes to the organizational context and job performance? Design/methodology/approach – In a first step, we formulated a theoretical framework on counterproductive online behavior. On that ground, two online surveys (N = 122; N = 133) were conducted. The first study’s goal was to develop and validate a questionnaire on counterproductive online behavior. The second study analyzed counterproductive online behavior and tested for possible interrelations to personality traits and work-related outcomes. Originality/value – Using explanatory factor analyses we developed a 40-item questionnaire with two higher dimensions: Constructiveness and destructiveness. 15 subscales focus on different communication styles and trolling strategies. The second study tested the two dimensions of counterproductive online behavior on work-related outcomes such as work engagement, task-related performance and interpersonal facilitation. As was expected, destructiveness revealed significant negative correlations with all work-related outcomes as well as deviant work behavior. Constructiveness, in contrast, showed positive associations with interpersonal facilitation. Practical implications – So far, research on trolling and counterproductive online behavior has been limited to theoretical or anecdotal approaches in most cases (cf. Bishop, 2013a, 2013b). Our study aimed at a more systematic examination of this CMCspecific phenomenon. However, our study design, acquisition of the samples and the formulation of the questionnaire suggest that the results are valid indeed. On that note, our research is a first step for a deeper understanding on people showing counterproductive online behavior.
- KonferenzbeitragSocial Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks.(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Köhler, Thomas; Weith, Thomas; Härtel, Lisette; Gaasch, NadinRecent studies demonstrate the serious influence of social media on scholarly communication. However, scientists from academia seem to be rather carful in trying new technologies (Kaiser, Köhler, Weith 2016), with most preferring private channels first (Pscheida et al., 2013). Nevertheless, science and innovation are a public issue of wide interest. Communication is a fundamental prerequisite for transfer of information and creation of knowledge, but not sufficient to sustainably implement knowledge in society (Johnson & Chang 2000). Any innovative development from R&D needs to be published and distributed by means of communication and learning. Only if processes of learning are added relevant knowledge can be converted into actions and become effective (Larsen-Freeman 2013). Design/methodology/approach – New media technologies open up a variety of technological tools and innovative individual and organizational collaboration patterns. Does science consider such opportunities? What kind of data can be used to investigate the ICT / social media usage from a functional perspective? The authors decided to build their argumentation on two cases studies, describing the structural design of research networks, which are indeed quite similar. Therefore, the funding measure „Sustainable Land Management” as well as the research network „eScience Saxony” were considered. Both combine a series of smaller R&D projects within the context of a wider network. The data shows, however, differences in structure and scope (some projects follow a transdisciplinary approach while others do not) as well as further similarities in relation to the usage of social media. Originality/value – As a research question it is examined how actors of network projects design processes of transfer and implementation of knowledge in their project networks. For the empirical investigation, qualitative data of the two cases is obtained and evaluated systematically. The findings emphasize (1) the equality of knowledge communication and organization of joint learning experiences and, moreover, (2) similar conceptual understanding of transfer across projects. Moreover, they (3) consider similar media scenarios as appropriate. Marginally, also (4) processes of communication and learning receive attention – which are used as the operationalization of transfer and implementation in the studied networks. Practical implications – The aim of the research presented is to investigate the various effects of the research networks as a specific form of organizational intervention (Härtel et al, 2015). The authors thereby give attention to the transfer and implementation strategies from the perspective of knowledge communication, in respect of knowledge management, and use theoretical approaches from different disciplines including developmental and social sciences (Stützer et al., 2013) as well as education and organizational studies to elaborate the meaning of research and innovation networks.
- 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.
- 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.
- 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.
- 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.