- 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.
- 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.
- 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.
- 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.
- 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.
- KonferenzbeitragSifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning(Workshop Gemeinschaften in Neuen Medien (GeNeMe) 2016, 2016) Stanik, Krzysztof; Kahnwald, NinaSpecialists on industrial safety (Sifas) are appointed by companies due to German occupational safety act (ASiG) as safety advisors, to analyse the work environments and the work procedures. Their principal task is to inspect workplaces for adherence to regulations on health, safety and environment, and design actions to prevent from disease or injury of workers and environmental damages. Due to variety of settings in which work safety specialists are involved, they are obliged to continuous further education and permanent adoption to changing circumstances of occupational context. To do so, Sifa’s need access to tools which provide the following three key features: - possibility to share knowledge with experienced specialists on industrial safety (Sifa-Community), - ability to promptly recognize critical topics in the field of their activities (Trend- Monitoring), - opportunity to create track of records of further education on current topics, including the validation and certification of work-related informal learning (Sifa-Portfolio). Sifa-Portfolio and Trend-Monitoring are based on Sifa-Community, an exchange platform (www.sifa-community.de) with currently 5.000 members established in the context of a longitudinal study on Sifas. This paper will focuses on the concept of Sifa-Portfolio that was developed as a prototype of further education application based on the concept of EPortfolios. It allows Sifa’s to share their knowledge, recognize critical topics and create track of records of their informal further education to showcase their competencies and eventually receive certification. Design/methodology/approach – In the paper authors present the approach of Sifa- Portfolio - an application for further education, based on Sifa long-term study (Sifa- Langzeitstudie), data mining (text mining), and user centred design. It starts with the description of results of an online study and specific requirements that have to be considered when designing applications for specialists on industrial safety. It then presents the trend monitor based on Sifa-Community posts, which provides up to date information about most important topics that are being discussed within the community. It finally introduces Sifa-Portfolio, a high fidelity prototype of an expansion module for Sifa-Community. Originality/value – Until now, there are no dedicated solutions for further education of professional group of Sifas, which comply to the specific requirements of this group and which enable to react promptly to changing demands of the safety issues in dynamicly growing companies. Practical implications – The presented approach delivers a concept of a softwaremodule that could be implemented into Sifa-Community Forum. Due to evaluation with users, we could identify requirements and specifications of Sifa-Portfolio. Furthermore this concept can be transferred to variety of professional-groups, which are working in dynamic professions to support their work-related informal further education.
- 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.
- 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.
- 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.
- 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.