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Technology-enhanced learning in the workplace
Klink, Marcel van der; Drachsler, Hendrik; Sloep, Peter
Sammelbandbeitrag
| Aus: Derks, Daantje; Bakker, Arnold (Hrsg.): The psychology of digital media at work | London: Psychology Press | 2012
37559 Endnote
Autor*innen:
Klink, Marcel van der; Drachsler, Hendrik; Sloep, Peter
Titel:
Technology-enhanced learning in the workplace
Aus:
Derks, Daantje; Bakker, Arnold (Hrsg.): The psychology of digital media at work, London: Psychology Press, 2012 , S. 145-165
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Workplace learning has a long history but experienced only modest recognition as something valuable for human resource development in organizations. Lately, however, interest in workplace learning has grown, caused by a number of developments, including the rise of emerging technologies conducive to learning. These emerging technologies fundamentally change our contemporary understanding, and allow a more prominent position of workplace learning in today's human resource development policies. This chapter commences with exploring the concept of workplace learning. The next section offers an overview of the evolving field of workplace learning during the past decades. Then, the fundamental features of workplace learning are discussed. What are they? And which factors predict the learning opportunities in the workplace? Thereafter, the focus of this chapter shifts to how technology enhances workplace learning. Attention is paid to the evolution of technology from media-supported learning, via computer-based training, web-based training, to what we now call technology-enhanced learning. These technologies are not just supportive but in many cases they are prerequisites for creating and organizing learning in the workplace. The power of technology for expanding the opportunities and value of workplace learning is further elaborated in a section that presents three examples of contemporary workplace learning. These examples could not exist or really flourish without the latest technology: a learning network, micro-blogging, and personalised learning environments, respectively. The final section summarises the main trends and discusses topics that deserve further research attention. (Orig.)
A theoretical framework for shared situational awareness in sociotechnical systems
Kurapati, Shalini; Kolfschoten, Gwendolyn; Verbraeck, Alexander; Drachsler, Hendrik; […]
Sammelbandbeitrag
| Aus: Moore, Adam; Pammer, Viktoria; Pannese, Lucia; Prilla, Michael; Rajagopal, Kamakshi; Reinhardt, Wolfgang; Ullmann, Thomas Daniel; Voigt, Christian (Hrsg.): ARTEL12: Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning in conjunction with the 7th European Conference on Technology Enhanced Learning (EC-TEL 2012), Saarbrücken, Germany, September 18, 2012 | Aachen: RWTH | 2012
37526 Endnote
Autor*innen:
Kurapati, Shalini; Kolfschoten, Gwendolyn; Verbraeck, Alexander; Drachsler, Hendrik; Specht, Marcus; Brazier, Frances
Titel:
A theoretical framework for shared situational awareness in sociotechnical systems
Aus:
Moore, Adam; Pammer, Viktoria; Pannese, Lucia; Prilla, Michael; Rajagopal, Kamakshi; Reinhardt, Wolfgang; Ullmann, Thomas Daniel; Voigt, Christian (Hrsg.): ARTEL12: Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning in conjunction with the 7th European Conference on Technology Enhanced Learning (EC-TEL 2012), Saarbrücken, Germany, September 18, 2012, Aachen: RWTH, 2012 (CEUR workshop proceedings, 931), S. 47-53
URL:
http://ceur-ws.org/Vol-931/paper3.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
Sociotechnical systems are large technical systems comprising many stakeholders (e.g.: Supply chains, Transportation networks, Energy distribution systems etc.). Decision making in such systems is complex, as the stakeholders are inter-dependent and the large size of the systems leads to insufficient Shared Situational Awareness (SSA), which is important for participatory decision making. The aim of this paper is to develop a framework to understand the goals and requirements for designing processes to create SSA in such systems. The framework is based on the Capability Maturity Model (CMM) and systems thinking perspective. The framework is initially validated by experts and will be further validated with experiments with stakeholders in several workshop settings. (Orig.)
The CLAS App. A mobile training tool to improve handover procedures between hospital interface and […]
Maher, Bridget; Drachsler, Hendrik; Kalz, Marco; Specht, Marcus
Sammelbandbeitrag
| Aus: Specht, Marcus; Sharples, Mike; Multisilta, Jari (Hrsg.): mLearn 2012: Mobile and contextual Learning; Proceedings of the 11th International Conference on Mobile and Contextual Learning 2012, Helsinki, Finland, October 16-18, 2012 | Aachen: RWTH | 2012
37512 Endnote
Autor*innen:
Maher, Bridget; Drachsler, Hendrik; Kalz, Marco; Specht, Marcus
Titel:
The CLAS App. A mobile training tool to improve handover procedures between hospital interface and family doctors
Aus:
Specht, Marcus; Sharples, Mike; Multisilta, Jari (Hrsg.): mLearn 2012: Mobile and contextual Learning; Proceedings of the 11th International Conference on Mobile and Contextual Learning 2012, Helsinki, Finland, October 16-18, 2012, Aachen: RWTH, 2012 (CEUR workshop proceedings, 955), S. 38-45
URL:
http://ceur-ws.org/Vol-955/papers/paper_29.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
There is a high potential for mobile learning and support applications in the health domain. In this paper we introduce the CLAS App, a mobile application to support handover procedures based on the improvement of writing skills. Handover of patient care is a time of particular risk and it is important that accurate, reliable and relevant information is clearly communicated between one caregive to another. Improperly conducted handovers lead to wrong treatment, delays in medical diagnosis, life threatening adverse events, patient complaints, medical litigation, increased health care expenditure, increased hospital length of stay and a range of other effects that impact on the health system. The CLAS App helps standardise and improve handover communication between hospital and community healthcare. (Orig.)
Mining and visualizing research networks using the artefact-actor-network approach
Reinhardt, Wolfgang; Wilke, Adrian; Moi, Matthias; Drachsler, Hendrik; Sloep, Peter
Sammelbandbeitrag
| Aus: Abraham, Ajith (Hrsg.): Computational social networks: Mining and visualization | London: Springer | 2012
37560 Endnote
Autor*innen:
Reinhardt, Wolfgang; Wilke, Adrian; Moi, Matthias; Drachsler, Hendrik; Sloep, Peter
Titel:
Mining and visualizing research networks using the artefact-actor-network approach
Aus:
Abraham, Ajith (Hrsg.): Computational social networks: Mining and visualization, London: Springer, 2012 , S. 233-267
DOI:
10.1007/978-1-4471-4054-2_10
URL:
https://link.springer.com/chapter/10.1007%2F978-1-4471-4054-2_10
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Virtual communities are increasingly relying on technologies and tools of the so-called Web 2.0. In the context of scientific events and topical Research Networks, researchers use Social Media as one main communication channel. This raises the question how to monitor and analyze such Research Networks. In this chapter, we argue that Artefact-Actor-Networks (AANs) serve well for modeling, storing, and mining the social interactions around digital learning resources originating from various learning services. In order to deepen the model of AANs and its application to Research Networks, a relevant theoretical background as well as clues for a prototypical reference implementation are provided. This is followed by the analysis of six Research Networks and a detailed inspection of the results. Moreover, selected networks are visualized. Research Networks of the same type show similar descriptive measures while different types are not directly comparable to each other. Further, our analysis shows that narrowness of a Research Network's subject area can be predicted using the connectedness of semantic similarity networks. Finally, conclusions are drawn and implications for future research are discussed. (Orig.)
Social tools for networked learning. Current and future research directions
Sie, Rory L. L.; Berlanga, Adriana J.; Rajagopal, Kamakshi; Pannekeet, Kees; Drachsler, Hendrik; […]
Sammelbandbeitrag
| Aus: Hodgson, V.; Jones, C.; de Laat, M.; McConnell, D.; Ryberg, T.; Sloep, P. (Hrsg.): Proceedings of the Eighth International Conference on Networked Learning 2012 (NLC 2012), Maastricht, the Netherlands, April 2-4, 2012 | Lancaster: Lancaster University | 2012
37522 Endnote
Autor*innen:
Sie, Rory L. L.; Berlanga, Adriana J.; Rajagopal, Kamakshi; Pannekeet, Kees; Drachsler, Hendrik; Fazeli, Soude; Sloep, Peter B.
Titel:
Social tools for networked learning. Current and future research directions
Aus:
Hodgson, V.; Jones, C.; de Laat, M.; McConnell, D.; Ryberg, T.; Sloep, P. (Hrsg.): Proceedings of the Eighth International Conference on Networked Learning 2012 (NLC 2012), Maastricht, the Netherlands, April 2-4, 2012, Lancaster: Lancaster University, 2012 , S. 312-319
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
Whereas the Web 1.0 was mainly driven by static content and web pages linked by hyperlinks, the social web, or Web 2.0, has opened up new ways of connecting to not just resources, but also to people. The connections that are made through the use of Social Media, contribute to a complex, but also promising network of people and resources. In an educational context, this is called a learning network, and both learning networks by themselves and the Social media by which they are constructed require that we rethink the ways we learn, our view on learners, tutors and learning, and the way we support learners and tutors. Numerous opportunities have emerged with the introduction of social media for learning, but also numerous problems have emerged, ranging from awareness issues to (meta-)cognitive limitations and difficulties and affective and motivational problems. This paper addresses the above issues by providing an overview of the current research we perform. The research we do is based on three themes: Peer support, Learner support and Online Learner Identity. Peer support describes the way peers may help each other through effective and efficient use of a learning network. It uses 1) natural language processing to, for instance, analyse communication between learners, 2) mine learner profiles to adapt to their individual circumstances and identity and 3) social network analysis extended by game theoretic solution concepts to recommend suitable peers for cooperative learning. Learner support focuses on how we may lead the learner through the jungle of learning resources. It uses recommender techniques to filter out unnecessary learning resources and provides concise sets of candidate resources for learning. Finally, Online Learner Identity focuses on rethinking how we construct our online identity, how to analyse such, and how to profit from the differences with offline learning. It may use multi-agent systems technology to simulate the identity of learners and their interaction in a learning network, but also semantic technology to capture the meaning of online learner identities. The paper also describes the main techniques that we use in our research efforts to enhance networked learning. Furthermore, an overview of current projects within the themes is provided. We conclude that the results of our current research efforts will provide valuable insights to advance further on research and development of social tools for networked learning. (Orig.)
Knowledge worker roles and actions - results of two empirical studies
Reinhardt, Wolfgang; Schmidt, Benedikt; Sloep, Peter; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Knowledge and Process Management | 2011
37411 Endnote
Autor*innen:
Reinhardt, Wolfgang; Schmidt, Benedikt; Sloep, Peter; Drachsler, Hendrik
Titel:
Knowledge worker roles and actions - results of two empirical studies
In:
Knowledge and Process Management, 18 (2011) 3, S. 150-174
DOI:
10.1002/kpm.378
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
This paper proposes a typology of knowledge workers and their respective knowledge actions. The extant literature on the definition of knowledge work actions is examined and evaluated. The existing classifications of roles of knowledge workers are evaluated and extended with additional literature and empirical findings on the definition of a typology of knowledge worker roles. The empirical data in this paper comes from two studies. In the Task Execution Study 20, a knowledge worker had to carry out a selection of prepared tasks. The computer system that the participants were using was equipped with sensors, so that the execution steps of the tasks could be traced and analyzed. The data from the second study comes from a questionnaire survey of knowledge workers, which yielded 43 responses. The paper shows that the sampled users take on all identified knowledge worker roles, and that the knowledge work actions can be recognized in the sensor data from the first study. This paper contributes to the literature by proposing a new way of classifying the roles of knowledge workers and the knowledge actions they perform during their daily work. Furthermore, the paper provides a preliminary understanding of the relation between knowledge-intense work tasks, the roles they are executed in, and the tools that are used to accomplish the respective tasks. (Orig.)
Leernetwerken vanuit het perspectief van de individuele deelnemer
Drachsler, Hendrik; Greller, Wolfgang; Kicken, Wendy
Sammelbandbeitrag
| Aus: Sloep, Peter; Klink, Marcel van der; Brouns, Francis; Bruggen, Jan van; Didderen, Wim (Hrsg.): Leernetwerken | Houten: Bohn Stafleu van Loghum | 2011
37561 Endnote
Autor*innen:
Drachsler, Hendrik; Greller, Wolfgang; Kicken, Wendy
Titel:
Leernetwerken vanuit het perspectief van de individuele deelnemer
Aus:
Sloep, Peter; Klink, Marcel van der; Brouns, Francis; Bruggen, Jan van; Didderen, Wim (Hrsg.): Leernetwerken, Houten: Bohn Stafleu van Loghum, 2011 , S. 128-145
DOI:
10.1007/978-90-313-8921-6_7
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Sonstiges
Abstract:
In de hoofdstukken 4, 5 en 6 is op verschillende manieren ingegaan op het ontwerpen van leernetwerken, van het inventariseren van gebruikerswensen tot het maken van een functioneel en technisch ontwerp. In die hoofdstukken is al regelmatig aan de orde geweest dat er twee perspectieven zijn om naar leernetwerken te kijken, vanuit de belangen van de individuele lerenden en vanuit de belangen van de organisaties waarvan die individuen deel uitmaken (als dat al het geval is). In hoofdstuk 1 is deze tweedeling ook al aan de orde geweest in de twee groepen van elk vier casussen die we daar introduceerden. In dit hoofdstuk ligt het accent op het perspectief van individuele lerenden. Zij worden vooral geprikkeld om te participeren in een leernetwerk doordat zij een bepaald probleem hebben of doordat ze zich specifiek ergens voor interesseren. Hun motieven kunnen persoonlijk zijn, bijvoorbeeld het zoeken naar ervaringen met de opvoeding van autistische kinderen (casus I3), of beroepsmatig, bijvoorbeeld het speuren naar geschikte bronnen en mensen die je leiderschapskwaliteiten helpen verbeteren (casus I1), of een mengeling daarvan, bijvoorbeeld een hobby die weleens zou kunnen uitgroeien tot een nieuw beroep (casus I4). (Orig.)
dataTEL - datasets for technology-enhanced learning
Drachsler, Hendrik; Verbert, Katrien; Sicilia, Miguel-Angel; Wolpers, Martin; Manouselis, Nikos; […]
Sammelbandbeitrag
| Aus: Hofmann, Lena; Nabeth, Thierry; Nápoles, Carmen L. Padrón (Hrsg.): Report on the second rendez-vous and white papers | Garmisch-Partenkirchen: STELLAR | 2011
37611 Endnote
Autor*innen:
Drachsler, Hendrik; Verbert, Katrien; Sicilia, Miguel-Angel; Wolpers, Martin; Manouselis, Nikos; Vuorikari, Riina; Lindstaedt, Stefanie
Titel:
dataTEL - datasets for technology-enhanced learning
Aus:
Hofmann, Lena; Nabeth, Thierry; Nápoles, Carmen L. Padrón (Hrsg.): Report on the second rendez-vous and white papers, Garmisch-Partenkirchen: STELLAR, 2011 , S. 106-117
URL:
http://cordis.europa.eu/docs/projects/cnect/3/231913/080/deliverables/001-stellard3320111207.pdf#page=112
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
First steps towards an integrated personal learning environment at the university level
Ebner, Martin; Schön, Sandra; Taraghi, Behnam; Drachsler, Hendrik; Tsang, Philip
Sammelbandbeitrag
| Aus: Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee; Li, Kam Cheong (Hrsg.): Enhancing learning through technology: Education unplugged: mobile technologies and Web 2.0; 6th International Conference, ITC 2011, Hong Kong, China, July 11-13, 2011, proceedings | Heidelberg: Springer | 2011
37612 Endnote
Autor*innen:
Ebner, Martin; Schön, Sandra; Taraghi, Behnam; Drachsler, Hendrik; Tsang, Philip
Titel:
First steps towards an integrated personal learning environment at the university level
Aus:
Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee; Li, Kam Cheong (Hrsg.): Enhancing learning through technology: Education unplugged: mobile technologies and Web 2.0; 6th International Conference, ITC 2011, Hong Kong, China, July 11-13, 2011, proceedings, Heidelberg: Springer, 2011 (Communications in computer in information science, 117), S. 22-36
DOI:
10.1007/978-3-642-22383-9_3
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
Personalization is seen as the key approach to handle the plethora of information in today's knowledge-based society. It is expected that personalized teaching and learning will efficiently address learner needs. The education of the future will change as a result of the influence of Web 2.0 content typified by a steadily increasing supply of data. This means that the students of tomorrow will regularly have to deal with sharing and merging content from different sources. Therefore, mashup technology will become a very important lens by which to focus on individual learning needs and enable personalized access to particular information. The following paper describes the challenges of Personal Learning Environments at higher education institutions. In the first section, the concept of Personal Learning Environments is presented, while the second section discusses the new challenges that arise for learning with the help of Personal Learning Environments. The third section describes the technical background of Personal Learning Environments and the widget standard in general. In section four, a first prototype of a personal learning environment will be presented, which is integrated into the learning culture at the Technical University of Graz. A detailed description of the available widgets for the prototype, along with a first expert evaluation, is provided. Finally, the conclusion of the article consolidates the main points of the paper and present plans for future research together with the prospective developments. (Orig.)
First steps towards an integrated personal learning environment at the university level
Ebner, Martin; Schön, Sandra; Taraghi, Behnam; Drachsler, Hendrik; Tsang, Philip
Sammelbandbeitrag
| Aus: Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee; Li, Kam Cheong (Hrsg.): Enhancing learning through technology: Education unplugged: Mobile technologies and Web 2.0; 6th International Conference, ITC 2011, Hong Kong, China, July 11-13, 2011, proceedings | Heidelberg: Springer | 2011
37523 Endnote
Autor*innen:
Ebner, Martin; Schön, Sandra; Taraghi, Behnam; Drachsler, Hendrik; Tsang, Philip
Titel:
First steps towards an integrated personal learning environment at the university level
Aus:
Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee; Li, Kam Cheong (Hrsg.): Enhancing learning through technology: Education unplugged: Mobile technologies and Web 2.0; 6th International Conference, ITC 2011, Hong Kong, China, July 11-13, 2011, proceedings, Heidelberg: Springer, 2011 (Communications in Computer Information Science, 117), S. 22-36
DOI:
10.1007/978-3-642-22383-9_3
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Abstract:
Personalization is seen as the key approach to handle the plethora of information in today's knowledge-based society. It is expected that personalized teaching and learning will efficiently address learner needs. The education of the future will change as a result of the influence of Web 2.0 content typified by a steadily increasing supply of data. This means that the students of tomorrow will regularly have to deal with sharing and merging content from different sources. Therefore, mashup technology will become a very important lens by which to focus on individual learning needs and enable personalized access to particular information. The following paper describes the challenges of Personal Learning Environments at higher education institutions. In the first section, the concept of Personal Learning Environments is presented, while the second section discusses the new challenges that arise for learning with the help of Personal Learning Environments. The third section describes the technical background of Personal Learning Environments and the widget standard in general. In section four, a first prototype of a personal learning environment will be presented, which is integrated into the learning culture at the Technical University of Graz. A detailed description of the available widgets for the prototype, along with a first expert evaluation, is provided. Finally, the conclusion of the article consolidates the main points of the paper and present plans for future research together with the prospective developments. (Orig.)
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