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    Awareness Support for Knowledge Workers in Research Networks - Learning Networks Plenary Meeting Awareness Support for Knowledge Workers in Research Networks - Learning Networks Plenary Meeting Presentation Transcript

    • Awareness Support for Knowledge Workers in Research Networks Wolfgang Reinhardt University of Paderborn11.10.11 - Learning Networks Plenary Meeting - Open University of the Netherlands
    • wolfgang reinhardt university of paderborn
    • wolfgang reinhardt university of paderbornfacts and figures
    • 29 wolfgang reinhardt university of paderborn
    • 29.98 years wolfgang reinhardt university of paderborn
    • 29.98 years wolfgang reinhardt university of paderborn1
    • 29.98 years wolfgang reinhardt university of paderborn1 son 99 days until #2
    • 7329.98 years wolfgang reinhardt university of paderborn1 son 99 days until #2
    • 73 days until submission29.98 years wolfgang reinhardt university of paderborn1 son 99 days until #2
    • 73 days until submission29.98 years 265 wolfgang reinhardt university of paderborn1 son 99 days until #2
    • 73 days until submission29.98 years 265km wolfgang reinhardt university of paderborn1 son 99 days until #2
    • 73 days until submission29.98 years 265km wolfgang reinhardt university of paderborn 15.0001 son 99 days until #2
    • 73 days until submission29.98 years 265km wolfgang reinhardt university of paderborn 15.000 students1 son 99 days until #2
    • 73 days until submission29.98 years 2007 265km wolfgang reinhardt university of paderborn 15.000 students1 son 99 days until #2
    • 73 days until submission29.98 years 2007 265km 2009 wolfgang reinhardt university of paderborn 15.000 students 1 son 99 days until #2
    • 73 days until submission29.98 years 2007 265km 2010 2009 wolfgang reinhardt university of paderborn 15.000 students1 son 99 days until #2
    • 73 days until submission29.98 years 2007 265km 2010 2009 wolfgang reinhardt university of paderborn 15.000 students1 son 99 days until #2 www.isitjustme.de www.ginkgosem.com @wollepb @wollepb @wolfgang.reinhardt @wollepb @wollepb @wolfgang.reinhardt @wollepb @wollepb @wollepb
    • 73 days until submission29.98 years 2007 .1 2 265km 2010 5 .0 4 20090 wolfgang reinhardt university of paderborn 15.000 students 1 son 99 days until #2 www.isitjustme.de www.ginkgosem.com @wollepb @wollepb @wolfgang.reinhardt @wollepb @wollepb @wolfgang.reinhardt @wollepb @wollepb @wollepb
    • The only way to do greatwork is to love what you do.
    • Awareness support forKnowledge Workers in Research Networks? 18
    • Awareness support forKnowledge Workers in Research Networks? 19
    • Awareness support forKnowledge Workers in Research Networks? 20
    • Awareness support forKnowledge Workers in Research Networks? 21
    • knowledge work carried out byknowledge workers researchers 22
    • knowledge work carried out byknowledge workers role model of researchers 23
    • PhD timeline 24
    • practical                                              ginkgo                             EC-TEL AWESOME ac#vity mo#ve Awareness Interviews ac#on goal opera#on condi#on Knowledge Worker Roles Study Scholarly practice as knowledge worktheoretical 2009 2010 2011 05.04.12 25
    • practical                                              ginkgo                          social media    EC-TEL research AWESOME paper ac#vity mo#ve Awareness Interviews ac#on goal opera#on condi#on Knowledge Worker Roles Study Scholarly practice as knowledge work social mediatheoretical 2009 2010 2011 05.04.12 25
    • methodological framework• empiricism across all my work • quantitative (online) questionnaires • qualitative interviews • user tests • explorative studies 26
    • Knowledge Worker Roles and ActionsW. Reinhardt, B. Schmidt, P. Sloep, and H. Drachsler. Knowledge worker roles and actions – results of two empirical studies. Knowledge and Process Management, 18(3):150–174, 2011. 27
    • knowledge worker roles & actions• online questionnaire (N = 43) • validation of existence of 10 knowledge worker roles • dedicated knowledge actions carried out in each role 28
    • knowledge worker roles & actions Roles Actions Helper Retriever Acquisition Analyze Learner Sharer Authoring Co-Authoring Linker Solver Dissemination Expert SearchNetworker Tracker Feedback Info. organizationController Organizer Info. search Learning Monitoring Networking Service search 29
    • learner People who use information and practices to improve personal Definition skills and competence. Expected Acquisition, analyze, expert search, information search, learning,knowledge actions service search 30
    • learner 31
    • Awareness Interviews Manuscript in preparation 32
    • awareness interviews still analyzing• international interview series (N = 42)• English / German interviews• average length 51 minutes• 670 pages transcript• qualitative content analysis (Mayring)• too many research questions 33
    • awareness definition • forms • levels • activity • technological • cultural • relationship • social • content • workplace • personal • location • contextual • knowledge 34
    • awareness issues still analyzing 1. collaboratively producing texts 2. selecting publication venues 3. staying up-to-date about relevant objects 4. finding experts on a topic 5. explore relations between objects in their RN 6. information overload / filter failure 7. what is happening to my scholarly output? 35
    • Awareness Dashboardfor Research Networks W. Reinhardt, C. Mletzko, H. Drachsler, and P. Sloep. AWESOME: A widget- based dashboard for awareness-support in Research Networks. In Proceedings of the 2nd PLE Conference, pp. 1–15, Southampton, UK, 2011. Publication in Journal of Interactive Learning Environments under review 36
    • awesome N = 12 37
    • awesome evaluation• tailored dashboard performs significantly better on 1. user-friendliness 2. awareness support 3. technology support 4. time consumption 5. dif ficulty 6. ef fectiveness 38
    • Analysis of Conference Articles W. Reinhardt, C. Meier, H. Drachsler, and P. Sloep. Analyzing 5 years of EC-TEL proceedings. In C. D. Kloos, D. Gillet, R. M. C. Garcìa, F. Wild, and M. Wolpers, (eds.), Towards Ubiquitous Learning. Proceedings of the 6th European conference on Technology Enhanced Learning, pp. 531–536. Springer Berlin / Heidelberg, 2011. Publication in IEEE Transactions on Learning Technologies under review 39
    • conference publication awareness                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
    • conference publication awareness                                                                         
    • reso n nin u rces ing pr go eso , man bje conference publication awareness age g, r c men t, sse t sys o em cess, tem rnin ar , an lear ch tic n ing o lea , re ,m bjec so user, t, se eta ive urc m antic ar Vlad Posea nd es da , res rat Adeline Leblanc ta , ourc lea ,s ta, agement, utiliz in o es, l rni ation, web serv lts llab forma earn Ignacio Aedo ar ice, learning re ing su ng sources, lifecycl ch re Diego Chaparro pro e information, a proce , co , ite rchitecture, sm on ce ss, u Karen Stepanyan ser,aller learning resou ati Christoph Rensing Steinmetz ss tion, s ctu tem ,u Daniel Weiss infor rces, show, eva lu Ralf luation, web re va Miguel Arrebola se re ftw mat sources, results e r, i sys ion, ,r , so syst , semantic, req r, nfo ne y es rce s ems r uirements, docu stems rm me ent , lea lea ult sou ati g re rner l, on s, Greg Corness s, ev em rnin too ,s Constantinos Makropoulos gr alua Luis A Casillas e, ea ys , lear , sem tion, ain nag nt l fil ou tem antic a va resu ro ,m p, nnota ion ele lts, s p s, ma tand ion, s, r tion, t uss Dragan Gasevic lea p ools, s n e ap urc artd isc rne ers, e olution a dev n, d so Niels Pinkwart ing er rs, s, des , re rm iatio n, slc ctio ign pa fo ,s g eves, learnin arn rnin , in e a tterns Paolo Bolettieri g object, se enario oc lea lua , colla er v repositorie is, borati , le , qu e aluati s ial tiv tio s, contex ,u ys ou Son Do-Lenh ve lea estio nal a t-aware le bor res n, ,m rning g nna ces arning, se a res nin olla ire, ing gy, suppo Jelena Jovanovic mantic, s c ar n od ult rt, sof ear group, t m, olo o emantic a our tware e s, e, l te el min n, res el, nnotation sta sys r , learn , tools, so tiv ter twa t ing re res sourc demen lutions, d vis n a l es,rdea esign patt ra s ld sof nag bo im ort, ua erns, coll ults, on, derning ma ing ma lla aboriative le upp l, d o Vincent Barre cat s via nagem ng ,c arning su Celine Quenu-Joiron pport, soft rning i arn arn cifi ent sy es tio igi spe Zoran Jeremic w , le stem, sta lea are, learning re n, rc tal , le s collab rce ou s ld tive sc sou en orativ sources, es m ndard a learning m Lisa Petrides me bor e lear are , r ion, i g re ari ning, t t o, lla dia in , co environm r e sou arn enca ftw ent, evalu qu rces, c i tud if rns le releva , le ation, res re, es spe atte de , so Christian Glahn ults, stan wa tio nt lea Vanda Luengo xt, s ns, np ar t Marek Hatala dard, lea sof nn g itinte viatio o esi rning pro nin cess, too port, air ort Alexander Karapidis ond o s, d e, pls, learn c gp tion upp ,c g u gro gs ing resou rnin s ld rnin olu n, sc rces, sys up Rob KoperMartin Wolpers ro s lea , im a ls, Valerie Emin tems, lea gs , to ce t al s, le too Pearce tive rning con o l, y, e ces on, Darren text, self ss rnin a bor enari re s tati -regulate tud es la d learnin col ro o ea es ann g, pedag lea ,p gp , rc cas rns Marcus Specht Poulovassilis ogical, in tic dividual,h, le Peter Nagy o, qu tion atte rts, nin re an tive p et al, stu ar sem se xpe gn a rn d e esi ic, ing nt, performan s, e , le nta ionnaire, g ant ora d es s, ce, est ion Pierre Tchounikine go Alexandra m on c Kai Riege luti ns ur , se a l, llab ime ing o s, s so se g, d arn , le ool e gr lf -r e le , co nin ,t eg ar tion lea r nin ar ula ar ext-aw nin ota rns ed nn te d Oliver Scheuer Petra aliz Oberhuemer , le ont a gp inges, c atte idu le v ndi ro Alberto Bugarin rou rn ri Hans-Christian Schmitz s, i leasito ce np ool epo p, too , rd ss n, t clitze Ralf Klamma sig ,d atio e Eirini Geraniou Benedicte Talon bjna ent o , de im in g rso res l, rese arn e en r, p , le ls, p ons Jon Ander Elorriaga sio rne s gie too lea ol o ns luti Christine Ferraris gn, hn t, arch , to tec en , so b nm we ols iro , lear tic ols n nv , ma so , se ge , to cia ork nin ning g ew tion ar lnm le etw
    • interactive browser demo if you like 43
    • awareness support inscientific events with NFC W. Reinhardt, T. Messerschmidt, and T. Nelkner. Awareness Support in Scientific Events with SETapp. In Proceedings of the 1st Workshop on Awareness and Reflection in Learning Networks (ARNets’11) at the EC-TEL 2011 conference, 2011. CEUR publication in preparation. 44
    • near field communicationMifare classic tags 1024 bytes usage QR code
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    • a future scientific event management system W. Reinhardt, J. Maicher, H. Drachsler, and P. Sloep. Awareness Support in Scientific Event Management with ginkgo. In Proceedings of the 11th International Conference on Knowledge Management and Knowledge Technologies (i-Know’11), pp. 40:1–40:8, New York, NY, USA, 2011. ACM. 47
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    • If you are organizing workshops / conferences consider using http://ginkgosem.com 49
    • Researchers’ awareness can be supported...
    • Researchers’ awareness can be supported......using tailored techniques
    • Researchers’ awareness can be supported......using tailored techniques ...using integrated tools
    • Researchers’ awareness can be supported......using tailored techniques ...using integrated tools...considering their roles and actions
    • Researchers’ awareness can be supported......using tailored techniques ...using integrated tools...considering their roles and actions ...providing multiple representations
    • Researchers’ awareness can be supported......using tailored techniques ...using integrated tools...considering their roles and actions ...providing multiple representations ...being clear about what they should be aware of
    • Being the richest man in the cemetery doesnt matter to me...Going to bed at night saying wevedone something wonderful... thats what matters to me.
    • wolfgang reinhardt university of paderborn social media snatwitter recommendations awarenessresearch networks bibliometrics artefact-actor-networks ginkgo research 2.0 www.isitjustme.de www.ginkgosem.com @wollepb @wollepb @wolfgang.reinhardt @wollepb @wollepb @wolfgang.reinhardt @wollepb @wollepb @wollepb