Context-Aware Workplace Learning Support - Concepts, Experiences, and Remaining Challenges
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The document discusses context-aware workplace learning support, which aims to provide individualized learning resources and connections to experts based on a learner's current context and situation. It describes two main types of support - content-based recommendations of learning materials, and communication-based connections to informal teachers. Prototypes of both approaches have been implemented and evaluated positively. Remaining challenges include developing robust user context models and balancing the needs of learners and potential teaching experts.
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More from Andreas Schmidt
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Angesichts des demographischen Wandels und der disruptiven Veränderung von vielen Industriebereichen durch die fortschreitende Digitalisierung/Industrie 4.0 sieht sich das Thema Kompetenzmanagement vor neuen Herausforderungen. Es geht nun vor allem um agile Herangehensweisen, die Umbruchssituationen und kreativen, auf Einzelsituationen angepassten Einzellösungen gewachsen sind. Der Beitrag stellt ein Kompetenzmanagementprozessmodell und dessen Anwendung auf konkrete Unternehmensbeispiele vor, das auf die wechselseitige Abhängigkeit von unterschiedlichen Ebenen (operativ, strategisch, normativ) und die Verknüpfung mit anderen Unternehmensprozessen abzielt. Dabei ist im besonderen Fokus der Einbau von Lernzyklen für ein Double-Loop-Learning, um die Zielsetzung und eingesetzte Methoden an die sich teilweise schnell verändernden Umgebungsbedingungen zu erreichen und doch auf ein stabiles systematisches Vorgehen setzen zu können.
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Pattern-based approaches are becoming increasingly popular to
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EmployID at LearnTec 2015
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The knowledge maturing model is an analytical model that describes collective knowledge development phenomena by classifying them into characteristic phases and patterns. It aims to derive both technical and non-technical interventions by analyzing the activities and characteristics within each phase of knowledge maturation. The model holds that the development of knowledge artifacts does not always align with the true maturity of the knowledge, and this misalignment can sometimes need to be addressed.
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This document summarizes research on motivational and affective aspects in technology enhanced learning. It discusses how motivation is key to knowledge work and learning. Research in this area has been fragmented across different fields. Motivation can influence individuals to share knowledge, use tools, and adapt to new developments. Motivation to learn relates to implicit interest and explicit goals. Motivation to share knowledge is influenced by collaboration and social dynamics. Emotions are an emerging topic in technology enhanced learning with challenges that include a lack of common language and representations of emotions. The relationship between emotions, motivation, and learning outcomes is complex.
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This document discusses linking reflective learning and knowledge maturing in organizations. It proposes that reflective learning is important for individual and team development but challenging to embed at the organizational level. Knowledge maturing provides a framework to explain knowledge development across individual, team, and organization scopes. The goal is to link reflective perspectives with the knowledge maturing model. Three propositions are outlined relating expertise, knowledge maturity, and discrepancies to reflection and knowledge maturing. Examples from care homes illustrate the propositions. The implications are that knowledge maturing can enrich reflection models and organizational learning, especially if individual expertise, knowledge maturity, and discrepancies are considered.
Wissensreifung - eine neue Perspektive auf den Umgang mit Wissen
Antrittsvorlesung am 5. Juni 2013 an der Hochschule Karlsruhe
In einer sich immer schneller verändernden Umgebung müssen
Unternehmen vorausschauend agieren, Innovationen in Produkte umsetzen
und ihre Prozesse verbessern und ihre Kompetenz weiterentwickeln. Hierzu
ist ein kontinuierlicher „Wissensfluss“ erforderlich, innerhalb dessen Ideen
weiterentwickelt werden. Das Modell der Wissensreifung beschreibt diesen
Wissensfluss und die damit verbundenen Informationsartefakte wie
Dokumente oder Modelle als kollektiven Lernprozess mit identifizierbaren
Phasen und charakteristischen motivationalen, sozialen oder
organisationalen Barrieren.
Dies eröffnet neue Perspektiven: wann kommt es auf Kreativität, wann auf
Offenheit und Dialog, wann auf Einigung an, wann lohnt sich Formalisierung
– und wann behindert sie nur? Dies betrifft die Ausgestaltung von Software-
Systemen, die Arbeitsorganisation, Führungsprinzipien, aber insbesondere
auch gängige Konzeptionen von Kompetenz-, Prozess- oder
Qualifikationsmanagement. Dies soll anhand typischer Probleme und neuen,
auf sozialen Medien basierenden Ansätzen aufgezeigt werden.
Wissensreifung
This document presents a knowledge maturing model for continuous social learning in knowledge networks. It was created by Andreas Schmidt from Karlsruhe University of Applied Sciences. The model was presented at the Knowledge Camp event in Karlsruhe, Germany in October 2012. Contact information is provided for Andreas Schmidt and the Knowledge Maturing Consulting Network website for further information.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
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MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
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- 1. Context-Aware Workplace Learning Support: Concept, Experiences, and Remaining Challenges FZI Research Center for Information Technologies Information Process Engineering Karlsruhe, GERMANY {Andreas.Schmidt | Simone.Braun}@fzi.de http://www.fzi.de/ipe Andreas Schmidt Simone Braun
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