Christine Kunzmann, Andreas P. Schmidt, Johanna Pirker
Pattern-oriented approaches for design-based research in collaborative research projects: A knowledge maturing perspective
In: Proceedings of EuroPLoP 2016, ACM, 2017
Abstract Design-based research has become increasingly popular in collaborative cross-disciplinary research projects. Based on the experience in several European research projects, this research methodology allows for more agile research approaches. However, it is still a challenge to turn design experiences into a sound body of evidence that can be transferred to future design problems. In this paper, we want to describe an approach to collaborative research projects that extends design-based research with the use of design patterns. We particularly focus on how emergent knowledge can be captured as proto-patterns, how the knowledge develops along the research process, and how such projects can be geared towards pattern outcomes. Towards that end, we present a pattern maturing process describing phases of pattern development that is based on knowledge maturing phase model.
Christine Kunzmann, Andreas P. Schmidt, Witali Karsten, Holger Möhwald
Kompetenzmanagement im Zeitalter von Industrie 4.0: Ein Prozessmodell für agile Herangehensweisen zur Entwicklung von Erfahrungswissen
In: GfA-Frühjahrstagung 2017, 2017
Abstract 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.
Christine Kunzmann, Andreas P. Schmidt
Soziale Lerntechnologien für die Weiterentwicklung des beruflichen Selbstverständnisses am Beispiel europäischer Arbeitsagenturen
In: 9. Konferenz Professionelles Wissensmanagement, 5.-7. April 2017, Karlsruhe, CEUR Workshop Proceedings, 2017
Abstract Mitarbeiter von Arbeitsagenturen sehen sich derzeit großen Verände-rungen gegenüber, die ihr berufliches Selbstverständnis herausfordern. Im Rahmen des Projektes EmployID wird untersucht, wie sich mit Hilfe von „Social Learning“-Ansätzen die Weiterentwicklung des beruflichen Selbstver-ständnisses fördern lässt. Anhand von drei Kontexten (Vereinigtes Königreich, Kroatien, Slowenien) und vier technisch-konzeptionellen Ansätzen (Reflexion, Social Learning Programmes, Visualisierung von Arbeitsmarktdaten und Peer Coaching) wird gezeigt, wie sich konstruktive Veränderungsprozesse anstoßen lassen, die das „Lernen von anderen“ in den Vordergrund stellen.
Carmen Wolf, Gerd Gidion
Facilitation of Mutual Learning through Technology-Enhanced Peer Coaching.
In: Gómez Chova, L. and López Martínez, A and Candel Torres, I. (eds.): INTED2017 Proceedings 11th International Technology, Education and Development Conference March 6th-8th, 2017 — Valencia, Spain. IATED, 2017, pp. 5479-5485., 2017
Carmen Wolf, Gerd Gidion
Europaweit vernetztes Problemlösen in den öffentlichen Arbeitsverwaltungen mit Kollegialem Coaching Tool.
In: GfA, Dortmund (eds.): Arbeit in komplexen Systemen. Digital, vernetzt, human?! – C 8.15, 2015, S. 1-6, 2016
Graham Attwell, Barbara Kieslinger, Oliver Blunk, Andreas Schmidt, Teresa Schäfer, Markus Jelonek, Christine Kunzmann, Michael Prilla, Cyril Renard
Workplace Learning Analytics for Facilitation in European Public Employment Services
In: LAK 2016 Workshop on Learning Analytics for Workplace and Professional Learning, 2016
Abstract The paper is based on early research and practices in developing workplace Learning Analytics for the EU funded EmployID project, focused on identity transformation and continuing professional development in Public Employment Services (PES) in Europe. Workplace learning is mostly informal with little agreement of proxies for learning, driven by demands of work tasks or intrinsic interests of the learner, by self-directed exploration and social exchange that is tightly connected to processes and the places of work. Rather than focusing on formal learning, LA in PES needs to be based on individual and collective social practices and informal learning and facilitation processes rather than formal education. Furthermore, there are considerable concerns and restraints over the use of data in PES including data privacy and issues including power relations and hierarchies. Following a consultation process about what innovations PES would like to pilot and what best meets their needs, PES defined priorities for competence advancement around the ‘resourceful learner’, self-reflection and self-efficacy as core competences for their professional identity transformation. The paper describes an approach based on Social Learning Analytics linked to the activities of the EmployID project in developing social learning including advanced coaching, reflection, networking and learning support services. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The final section of the paper reports on work in progress to build a series of tools to embed SLA within communities and practices in PES organisations.
Graham Attwell, Julie Biggs, Jenny Bimrose, Oliver Blunk, Alan Brown, Katarina Ćurković, Philipp Dallmann, Urša Dolinar, Jordi Fernández, Pablo Franzolini, Gerd Gidion, Barbara Gogala, Deirdre Hughes, Nathanael Kautz, Barbara Kieslinger, Steffen Kinkel, Tomaž Klobučar, Tobias Kopp, Christine Kunzmann, Michael Prilla, Angela Rees, Cyril Renard, Teresa Schäfer, Andreas P. Schmidt, Cristina Tresents, Tanja Vlahović, Carmen Wolf
Empowering Change in Public Employment Services: The EmployID Approach
Christine Kunzmann, Andreas P. Schmidt, Carmen Wolf
Facilitating maturing of socio-technical patterns through social learning approaches
In: Proceedings of I-KNOW 2015, ACM, 2015
Abstract Pattern-based approaches are becoming increasingly popular to capture design experiences for a wider audience. This rises to particular importance in participatory processes, such as user-driven design approaches. However, the creation process of such patterns is challenging, especially when it comes to motivational, affective and other soft factors. In this paper, we view the pattern development as a knowledge maturing process, i.e., a process of collective knowledge development. We describe the pattern development process, identify barriers in this process, and explain how various social learning approaches, such as peer coaching, social learning programmes (i.e., online courses with a collaborative focus), and reflective instruments in agile processes contribute to the key issue of decontextualizing and recontextualizing experiences in a continuous way.
Michael Prilla, Carmen Wolf
Coflection - Combining Mutual Support and Facilitation in Technology Enhanced Learning.
In: Conole, Gráinne and Klobucar, Tomaz and Rensing, Christoph and Konert, Johannes and Lavoué, Élise (eds.): EC-TEL, Lecture Notes in Computer Science vol. 9307, Springer, 2015, pp. 282-296
The Trouble with Systemic Solution-oriented Self-E-Coaching. Emotions as Key Factors in Changing Patterns.
In: Holocher-Ertl, Teresa and Kunzmann, Christine and Müller, Lars and Rivera Pelayo, Verónica and Schmidt, Andreas P. and Wolf, Carmen (eds.): Motivational and Affective Aspects in Technology Enhanced Learning (MATEL). Workshop-Proceedings of MATEL Workshop 2013-2014. 26. nbn-resolving.org/urn:nbn:de:swb:90-480494, KIT Scientific Working Paper vol. 26, KIT, 2015, pp. 37-47
Teresa Holocher-Ertl, Christine Kunzmann, Lars Müller, Verónica Rivera Pelayo, Andreas P. Schmidt, Carmen Wolf
Motivational and Affective Aspects in Technology Enhanced Learning (MATEL). Workshop-Proceedings of MATEL Workshop 2013-2014.
KIT Scientific Working Paper vol. 26, KIT, 2015
Oliver Blunk, Michael Prilla
Prompting users to facilitate support needs in collaborative reflection
In: Kravcik, Milos and Mikroyannidis, Alexander and Pammer, Viktoria and Prilla, Michael and Ullmann, Thomas Daniel (eds.): Proceedings of the 5th Workshop on Awareness and Reflection in Technology Enhanced Learning. In conjunction with the 10th European Conference on Technology Enhanced Learning: Design for Teaching and Learning in a Networked World (EC-TEL 2015), CEUR-WS, 2015, pp. 43--57
Michael Prilla, Oliver Blunk
Reflective TEL: Augmenting Learning Tools with Reflection Support
In: Proceedings of the Tenth European Conference on Technology Enhanced Learning, Lecture Notes in Computer Science vol. 9307, Springer, 2015
Supporting Collaborative Reflection at Work: A socio-technical Analysis
AIS Transactions of Human-Computer Interaction, vol. 7, 2015
Alan Brown, Jenny Bimrose
APA handbook of career intervention, Volume 2: Applications, vol. 2, 2015, pp. 241-254
Michael Prilla, Alexander Nolte, Oliver Blunk, Dennis Liedtke, Bettina Renner
Analyzing Collaborative Reflection Support: A Content Analysis Approach
In: Proceedings of the European Conference on Computer Supported Cooperative Work (ECSCW 2015), 2015
Jenny Bimrose, Alan Brown, Teresa Holocher-Ertl, Barbara Kieslinger, Christine Kunzmann, Michael Prilla, Andreas Schmidt, Carmen Wolf
Introducing learning innovation in public employment services. What role can facilitation play?
In: Proceedings of International Conference on E-Learning at the Workplace (ICELW) 2014, New York City, USA, June 11-13, 2014, 2014
Abstract Public Employment Services (PES) in Europe are authorities that match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are amongst others main challenges that PES practitioners, as direct interface between jobseekers and employers, have to deal with. They have to support career adaptability of their clients as well as to enhance and transform their own individual and collective professional identity to successfully cope with today’s challenges of the labor market. The research project EmployID is exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical and learning support tools. Initial contextual exploration has started to reveal the complexity of challenges when introducing learning innovation in these public organizations.
Andreas Schmidt, Christine Kunzmann
Designing for knowledge maturing: from knowledge-driven software to supporting the facilitation of knowledge development
In: International Conference on Knowledge Management (I-KNOW 2014), ACM, 2014
Abstract Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: social media based competence management in career guidance, ontology-centered reflection in multi-professional environments in palliative care, and aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract five types of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role.
Michael Prilla, Oliver Blunk, Jenny Bimrose, Alan Brown
Reflection as Support for Career Adaptability: A Concept for Reflective Learning in Public Administration
In: Proceedings of the 4th International Workshop on Awareness and Reflection in Technology Enhanced Learning (ARTEL14) held in conjunctin with ECTEL 2014, 2014
User and Group Behavior in Computer Support for Collaborative Reflection in Practice: An Explorative Data Analysis.
In: Rossitto, Chiara and Ciolfi, Luigina and Martin, David B. and Conein, Bernard (eds.): COOP, Springer, 2014, pp. 293-309
Jenny Bimrose, Alan Brown, Teresa Holocher-Ertl, Barbara Kieslinger, Christine Kunzmann, Michael Prilla, Andreas P. Schmidt, Carmen Wolf
The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services
International Journal of Advanced Corporate Learning (iJAC), vol. 7, no. 3, 2014, pp. 56-65
Abstract Public Employment Services (PES) in Europe are authorities that attempt to match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are among the main challenges with which PES practitioners, as a direct interface between jobseekers and employers, have to deal. They have to support career adaptability of their clients, as well as to enhance and transform their own individual and collective professional identities, in order to cope successfully with the challenges of a changing labor market. As part of the research project EmployID, we are exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community, and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical, and learning support tools. The key to successful professional identity transformation is continuous learning. Individuals may take on the role of facilitators for the learning of others as well as being facilitated by peers, technology and environment.