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2012

Andreas {Schmidt, Christine Kunzmann, Andreas Kaschig, Alexander Sandow, Ronald} Maier
{Knowledge Maturing: Creating Learning Rich Workplaces for Agile Organizations}

Abstract {The agility of organizations has become the critical success factor for competitiveness in a world characterized by an accelerating rate of change. Agility requires that companies and their employees together and mutually dependently learn and develop their competencies efficiently in order to improve productivity of knowledge work. As a reaction to failures of organisation-driven approaches to technology-enhanced learning and the success of community-driven approaches in the spirit of Web 2.0, we have recently seen a paradigm shift in technology support for learning towards more participatory approaches in which learners are seen as active contributors. Within enterprises, this new perspective brings together traditionally separated disciplines like e-learning, knowledge management, and human resources development, but also requires a fundamental change of the culture of the respective enterprise towards an enterprise 2.0, which is characterized by enhanced collaboration and a cultural of employee participation. These developments are at the heart of how individuals and companies value and deal with knowledge. To make sense it and to productively shape the change process, we need a new conceptual framework that is both well-grounded on extensive research and pratically relevant and proven through application in numerous projects. The Knowledge Maturing perspective is a novel approach that helps understanding the fundamental change, the barriers and disruptions in knowledge development, but also shows opportunities and gives guidance to make use of them.}

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Andreas P. Schmidt

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Related publications

2013

Andreas Schmidt
Wissensreifung: Eine neue Perspektive auf die Wissensentwicklung in Unternehmen
horizonte, vol. 2013, no. 41, 2013, pp. 24-26

Abstract Wissensreifung ist eine neue Perspektive auf die Wissensentwicklung in Arbeitsumgebungen. Sie konzentriert sich darauf, wie Aktivitäten und Lernprozesse des einzelnen Mitarbeiters zur Fortentwicklung der Organisation, ihrer Innovations- und Anpassungsfähigkeit beitragen. Sie zeigt Barrieren auf, wo dies nicht funktioniert. Und zeigt Wege auf, wie man diese Barrieren überwinden kann.

Andreas Kaschig, Ronald Maier, Alexander Sandow, Mariangela Lazoi, Andreas Schmidt, Sally-Anne Barnes, Jenny Bimrose, Alan Brown, Claire Bradley, Christine Kunzmann, Athanasios Mazarakis
Organisational Learning from the Perspective of Knowledge Maturing Activities
IEEE Transactions on Learning Technologies, no. 3, 2013

Abstract The level of similarity of knowledge work across occupations and industries allows for the design of supportive information and communication technology (ICT) that can be widely used. In a previous ethnographically-informed study, we identified activities that can be supported to increase knowledge maturing, conceptualized as goal-oriented learning on a collective level. The aim of this paper is to investigate the current state of support and success of these knowledge maturing activities and to contrast them with their perceived importance, in order to identify those which have the highest potential for being supported by ICT. Quantitative and qualitative data were collected through telephone interviews with representatives from 126 organizations throughout Europe in a sample stratified according to size, sector and knowledge-intensity. The activities that appear to be most promising are ‘reflecting on and refining work practices and processes’, ‘finding people with particular knowledge or expertise’, as well as ‘assessing, verifying and rating information’. Rich empirical material about how these activities are performed and also the issues that emerged and need to be managed were collected. Three clusters of organizations were identified: best performing organizations, people- and awareness-oriented organizations and hesitant formalists. It was found that a balanced knowledge strategy that leaned towards personalization outperformed a codification strategy.

2012

Tobias Nelkner
Rationale and Design of a Knowledge Maturing Environment for Workplace Integrated Learning

Abstract Organisations have to react fast on changing circumstances on their markets in order to stay competitive. To the same extent, knowledge workers have to adapt to fast changing requirements and need to gain new knowledge in the context of their work. The Knowledge Maturing Phase Model describes a theory of goal oriented learning on a collective level. Based on this model, this thesis tackles the problem of the design of a software concept, so that its implementation supports knowledge maturing in particular scenarios. That is to say, how may a Learning and Maturing Environment support individuals in designing effective and continuous learning processes, communities in collaborative and purposeful knowledge development and organisations in encouraging, motivating and guiding their employees to achieve their business goals efficiently. This thesis examines the Knowledge Maturing Phase Model and puts several theories of individual and social learning in relation to it in order to shape the understanding of knowledge maturing in the different phases. Furthermore, it examines the results of three different empirical studies and derives concrete software requirements from it. Based on these results, a general concept for a Learning and Maturing Environment is developed. An instance of this concept was developed in a participatory design process and evaluated in three different contexts in order to gain insights to which degree it might support knowledge maturing. Based on the theoretic and empirical insights and the evaluation results, it can be concluded that the presented software concept can be applied for developing a Learning and Maturing Environment. However, the concrete manifestation depends on the application context and it should be designed with a focus on its most relevant Knowledge Maturing Activities. Moreover, it has to be flexible enough for a seamless integration into individual work processes.

Andrew Ravenscroft, Andreas Schmidt, John Cook, Claire Bradley
Designing social media for informal learning and knowledge maturing in the digital workplace
Journal of Computer Assisted Learning, vol. 28, no. 3, 2012, pp. 235-249

Abstract This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called knowledge maturing. The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for ‘people tagging for organisational development’, that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.

Hans-Friedrich Witschel, T. Q. Nguyen, Knut Hinkelmann
Learning business rules for adaptive process models
In: BUSTECH 2012 (Second International Conference on Business Intelligence and Technology, July 22-27, 2012, Nice, France), 2012

Ronald Maier
Workplace Learning and Development and Knowledge Maturity in Organisations
Global Focus. The EFMD Business Magazine, vol. 6, no. 1, 2012, pp. 5-8

Uwe V. Riss, Johannes Magenheim
Sociofact Theory – The Social Dimension of Knowledge Maturing
Internal Journal of Knowledge Based Organizations, vol. vol., no. no., 2012, pp. pp.

Abstract The current study concentrates on units of organizational knowledge that we call sociofacts following a terminology introduced by J. Huxley. The analysis looks at the constituents of sociofacts as well as their lifecycle, starting from the concept of knowledge asset. It is based on insights from various established theories such as Activity Theory, Nonaka’s SECI model, Boundary Objects and Transactive Memory Theory. We investigate how the form of sociofacts changes during the Knowledge Maturing process and point at their business relevance. The goal of the paper is to improve the understanding of the structure of organizational knowledge and the process of knowledge maturing.

Uwe V. Riss
{TAPIR: Wiki-Based Task and Personal Information Management Supporting Subjective Process Management}
In: Oppl, Stefan and Fleischmann, Albert (eds.): S-BPM ONE - Education and Industrial Developments, Communications in Computer and Information Science vol. 284, Springer Berlin Heidelberg, 2012, pp. 220--235

Abstract {We introduce a subject-driven approach to integrated process, task, and information management for knowledge workers. This approach is realized in the Task and Personal Information Rendering (TAPIR) extension of the Semantic Mediawiki that we present in this paper. The focus is placed on eliciting subjective process information from daily task management. The approach starts from the insight that individuals' motivation to provide relevant process information can be increased if they directly benefit from their contributions. TAPIR uses process relevant information to support users in their task management. Hereby it fosters S-BPM by gathering subjective process information that can be used for organizational purposes.}

Simone Braun
Community-driven & Work-integrated Creation, Use and Evolution of Ontological Knowledge Structures

Abstract The thesis aims to support the collaborative development of ontological knowledge structures by communities of knowledge workers in order to facilitate the organization and sharing of information within their domain. One big challenge for today’s organizations and knowledge workers is the focused discovery of new information that is likely to be interesting and useful in order to generate new knowledge. But it is also the organization thus information that had once be found and identified as such can be rediscovered and shared. This is not only about the information itself but also about the people behind who hold the knowledge and e. g., may quickly provide assistance if there are questions. Knowledge about competencies and capabilities of its employees also is an essential need for an organization and its development. This encompasses activities like team staffing or identifying training needs. Research on ontology-based semantic (web) applications has shown that ontologies are well-suited for organizing and retrieving relevant resources being it people or documents because they connect information resources with machine processable background knowledge. However in practice, ontology-based applications still haven’t made their breakthrough. This might be traced back to the high effort and complexity of ontology development. On the other hand, folksonomy-based systems recently have proven to be agile and user-driven approaches for the same application area. They enable their users to collect, manage and share information resources in an easy and lightweight way. However, their lack of semantics also causes a number of problems plaguing tagging and hampering tag-based retrieval. To that end, this thesis explores how we can combine folksonomy- and ontology-based approaches so that we keep their particular advantages and avoid their disadvantages thus supporting communities of knowledge workers in organizing and maintaining a shared information repository. This is investigated in the application of Social Semantic Bookmarking and Semantic People Tagging. We present Ontology Maturing as a new perspective and conceptual model for the collaborative development of ontological knowledge structures. It supports (1) the development of a shared understanding, (2) the translation of Web 2.0 approaches to ontology engineering for more active participation, (3) the incremental formalization, (4) application-orientation & work-integration and (5) usable evolving models. To that end, we analyze the advantages and challenges of ontologies and ontology-based knowledge organization systems and make a comparison and consolidation of ontology spectra in literature as well as of ontology development methodologies and tools. A conceptual design framework complements the ontology maturing model. It supports software developers in deriving and realizing socio-technical systems that scaffold and guide ontology maturing in the application of Social Semantic Tagging for a given organizational setting. It considers technical as well as non-technical aspects. It organizes and provides methods and tools with that end users without modeling expertise can collaboratively organize their information with ontologies and develop the latter one in a work-integrated way. To that end, we analyze the advantages and challenges of folksonomies and folksonomy-based systems and classify tagging motivations and categories in literature. On this basis, we develop a general definition and model of social semantic tagging and its specializations of social semantic bookmarking and semantic people tagging. The SOBOLEO framework presents a flexible culture-system-fit framework and reference implementation of the conceptual model and conceptual design framework. It provides a configurable and extensible architecture as well as reusable reference data models for social semantic bookmarking and semantic people tagging and competence ontology maturing. The review of related work shows that SOBOLEO is a pioneer for SKOS editors and the first implementation for semantic people tagging ever. Following the methodology of design-based research, the model, conceptual design framework and technical framework have been validated and iteratively improved in nine case studies with more than 250 participants involved.

Simone Braun, Christine Kunzmann, Andreas Schmidt
People Tagging and Ontology Maturing: An Enterprise Social Media Approach to Competence Management
International Journal for Knowledge and Learning, 2012

Abstract Semantic People Tagging is an Enterprise 2.0-style approach to making expertise and individual capabilities transparent. By combining it with a collaborative ontology editor and thus the possibility to construct a shared vocabulary and understanding, it can be a supplement for cumbersome competence management, or expert nder solutions, which lack acceptance among employees, and suer from outdated data. It gives human resources a timely overview of available and required competencies based on peer reviews and actual usage. However, it also needs to be tailored to the cultural characteristics of a speci c company. Therefore, we have developed a design framework for semantic people tagging. We want to present the general approach based on the ontology maturing concept of gradual formalization and its implementation based on a social semantic bookmarking system. Focus group interviews with HR experts have further yielded insights into the wider context and validated the concept. The system has been introduced and evaluated at a company for career advising.

2011

Athanasios Mazarakis, Clemens van Dinther
{Feedback Mechanisms and their Impact on Motivation to Contribute to Wikis in Higher Education}
In: Forte, Andrea and Ortega, Felipe (eds.): Proceedings of the 7th International Symposium on Wikis and OpenCollaboration (WikiSym '11), ACM, New York, NY, USA, 2011, pp. 215-216

Florian Teschner, Athanasios Mazarakis, Ryan Riordan, Christof Weinhardt
Participation, Feedback & Incentives in a Competitive Forecasting Community.
In: Galletta, Dennis F. and Liang, Ting-Peng (eds.): roceedings of the International Conference on Information Systems (ICIS). (Shanghai, China), Association for Information Systems, 2011, pp. 1-14

Simon Brander, Knut Hinkelmann, Andreas Martin, Barbara Thönssen
Mining of Agile Business Processes
In: Hinkelmann, Knut and Thönssen, Barbara (eds.): Papers from the 2011 AAAI Spring Symposium, AAAI Press, 2011

Ronald Maier
Re-focusing knowledge management: concepts of knowledge maturing.
Invited keynote, 12th European Conference on Knowledge Management (ECKM 2011), Passau

Andreas Kaschig, Ronald Maier, Alexander Sandow
Effects of Interventions into Improving Knowledge Maturing
In: I-KNOW '11. Proceedings of the 11th International Conference on Knowledge Management and Knowledge Technologies, ACM Digital Library, 2011

Athanasios Mazarakis, Christine Kunzmann, Andreas Schmidt, Simone Braun
Culture Awareness for Supporting Knowledge Maturing in Organizations
In: Motivation und kulturelle Barrieren bei der Wissensteilung im Enterprise 2.0, Workshop auf der Mensch & Computer 2011, 2011

Abstract The success and sustainability of informal learning support at the workplace largely depends on motivational, social, and cultural aspects of the involved individuals, teams, and organizations. In this paper, we present our empirical findings from a large-scale interview-based study on those aspects with respect to knowledge development in companies. We draw some conclusions that influence the development of future culturally aware systems for the enterprise and organizations.

Christine Kunzmann, Andreas Schmidt
Ethnographically Informed Studies as a Methodology for Motivation Aware Design Processes
In: 2nd International Workshop on Motivational and Affective Aspects in Technology-Enhanced Learning, ECTEL 2011, Palermo, Italy, CEUR Workshop Proceedings, 2011

Abstract While motivational aspects have been recognized as important factors for IT support for learning, it has been difficult to integrate them into requirements engineering processes. We propose ethnographically informed studies as an effective means that has been successfully applied in two research projects as part of their design processes and discuss the remaining challenges.

John Cook, Andreas Schmidt, Christine Kunzmann, Simone Braun
The challenge of integrating motivational and affective aspects into the design of networks of practice
In: 2nd International Workshop on Motivational and Affective Aspects in Technology Enhanced Learning (MATEL 11), ECTEL 2011, Palermo, Italy, CEUR Workshop Proceedings, 2011

Abstract In this position paper, we (i) set out the background, problems and questions involved in moving towards a design methodology for incorporating motivational and affective factors in networks of practice, (ii) define networks of practice, highlighting that motivational and affective factors are intertwined with a range of other complex issues, (iii) examine some of these aforementioned problems using a specific example from the MATURE IP (http://mature-ip.eu/) called people tagging, and use this case (iv) to delineate the challenge of integrating motivational aspects into the design of networks of practice.

Barbara Kump, Kristin Knipfer, Viktoria Pammer, Andreas Schmidt, Ronald Maier, Christine Kunzmann, Ulrike Cress, Stefanie N. Lindstaedt
The Role of Reflection in Maturing Organizational Know-how
In: 1st European Workshop on Awareness and Reflection in Learning Networks (ARNets11), in conjunction with EC-TEL 2011, Palermo (Italy), September 21, 2011, 2011

Abstract The Knowledge Maturing Phase Model has been presented as a model aligning knowledge management and organizational learning. The core argument underlying the present paper is that maturing organizational know-how requires individual and collaborative reflection at work. We present an explorative interview study that analyzes reflection at the workplace in four organizations in different European countries. Our qualitative findings suggest that reflection is not equally self-evident in different settings. A deeper analysis of the findings leads to the hypothesis that different levels of maturity of processes come along with different expectations towards the workers with regard to compliance and flexibility, and to different ways of how learning at work takes place. Furthermore, reflection in situations where the processes are in early maturing phases seems to lead to consolidation of best practice, while reflection in situations where processes are highly standardized may lead to a modification of these standard processes. Therefore, in order to support the maturing of organizational know-how by providing reflection support, one should take into account the degree of standardisation of the processes in the target group.

Uwe V. Riss
Pattern-Based Task Management as Means of Organizational Knowledge Maturing
International Journal of Knowledge-Based Organizations, vol. 1, no. 1, 2011, pp. 20--41

Abstract The article presents the principles of pattern-based task management (PBTM) that aims at the integration of task and knowledge management. It takes into account that knowledge does not only become manifest in artifacts but also in actions. The approach supports knowledge workers in the execution of their tasks by offering guiding task patterns without restricting the freedom of execution. These task patterns are collaboratively managed and allow the sharing work experience in a way that makes this experience applicable to new tasks. The collaborative character of task patterns requires the motivation of knowledge workers to participate in the process. This can only be achieved by offering a variety of benefits and an easy handling of contribution. Under these conditions the PBTM establishes an organizational knowledge maturing process that overcomes various barriers in today‟s organizational knowledge management.

Johannes Moskaliuk, Andreas Rath, Didier Devaurs, Nicolas Weber, Stefanie Lindstaedt, Joachim Kimmerle, Ulrike Cress
Automatic detection of accommodation steps as an indicator of knowledge maturing
Interacting with Computers, vol. In Press, Accepted Manuscript, 2011, pp. -

Uwe Riss, Johannes Magenheim, Wolfgang Reinhardt, Tobias Nelkner, Knut Hinkelmann
Added Value of Sociofact Analysis for Business Agility
In: AAAI Spring Symposium Series, 2011

Abstract The increasing agility of business requires an accelerated adaptation of organizations to continuously changing conditions. Individual and organizational learning are prominent means to achieve this. Hereby learning is always accompanied by the development of knowledge artifacts. For the entire of learning and artifact development the term knowledge maturing has been introduced recently, which focuses on these three manifestations of knowledge: cognifacts, sociofacts, and artifacts. In this paper we will focus on sociofacts as the subject-bound knowledge manifestation of social actions. Sociofacts are rooted in respective cognifacts play an independent role due to their binding to collective actions and subjects. These are particularly difficult to grasp but play a decisive role for the performance of organizations and the collaboration in there.The presented paper approaches the notion of sociofacts, discusses them on a theoretical level and establishes a first formal notation for sociofacts. We use the case of a merger between two companies to describe the advantages of sociofact analysis for such process. Some sociofact related problems during a merger are described and possible solutions are presented. We identify technical approaches for seizing sociofacts from tool-mediated social interaction and discuss open question for future research.

Athanasios Mazarakis, Simone Braun, Valentin Zacharias
Feedback in Social Semantic Applications
International Journal of Knowledge Engineering and Data Mining (IJKEDM), 2011

Abstract This article examines the role of feedback mechanisms in social semantic web applications. It introduces different social semantic applications and the function that system feedback can play in these, although only a small portion of possible roles of feedback in such applications is addressed by the state of the art. The authors present an approach with four concrete feedback mechanisms and an experiment on the use of explicit feedback to foster user contribution and motivation. Finally the article details the large number of open research questions in this area.

2010

Andreas Martin, Roman Brun
Agile Process Execution with Kissmir
In: Stojanovic, Nenad and Norton, Barry (eds.): SBPM, CEUR Workshop Proceedings vol. 682, CEUR-WS.org, 2010, pp. 36-41

Andreas Kaschig, Ronald Maier, Alexander Sandow, Mariangela Lazoi, Sally-Anne Barnes, Jenny Bimrose, Claire Bradley, Alan Brown, Christine Kunzmann, Athanasios Mazarakis, Andreas Schmidt
Knowledge Maturing Activities and Practices Fostering Organisational Learning: Results of an Empirical Study
In: Sustaining TEL: From Innovation to Learning and Practice 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain, September 28 - October 1, 2010. Proceedings, Lecture Notes in Computer Science vol. 6383, Springer, 2010, pp. 151-166

Abstract Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.

Ronald Maier, Stefan Thalmann
Using Personas for Designing Knowledge and Learning Services - Results of an Ethnographically Informed Study
International Journal of Technology Enhanced Learning (IJTEL), vol. 2, no. 1/2, 2010, pp. 58-74

Hans Friedrich Witschel, Bo Hu, Uwe V. Riss, Barbara Thönssen, Roman Brun, Andreas Martin, Knut Hinkelmann
A Collaborative Approach to Maturing Process-Related Knowledge
In: BPM, 2010, pp. 343-358

Maryam Ramezani, Hans Friedrich Witschel, Simone Braun, Valentin Zacharias
Using Machine Learning to Support Continuous Ontology Development.
In: Cimiano, Philipp and Pinto, Helena Sofia (eds.): EKAW, Lecture Notes in Computer Science vol. 6317, Springer, 2010, pp. 381-390

Andrew Ravenscroft, Andreas Schmidt, John Cook
Designing Complex Systems for Informal Learning and Knowledge Maturing in the ‘Web 2.0 workplace’
In: Proceedings of International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2, 2010

Abstract This article presents an original approach to designing complex systems to realise informal learning and knowledge maturing that is being conducted as part of a large-scale EC project called MATURE. In addressing the challenge of designing work integrated Technology Enhanced Learning (TEL) systems within the ‘web 2.0 workplace’, we have developed and tested an agile and ‘federated’ approach to the design of complex social and semantic technologies. This follows a paradigm of Deep Learning Design that incorporates: early technical and conceptual Design Studies; Use Cases of envisaged scenarios; Demonstrators which synthesise the technical and user requirements; and, a flexible Evaluation Framework that coordinates the related activities. After presenting this approach and how it is realised in an ongoing project, we offer some conclusions about designing complex socio-technical systems for TEL in the future.

Graham Attwell
Supporting Personal Learning in the Workplace
In: The PLE Conference 2010, 2010

Abstract Central to the idea of the Personal Learning Environment is it can assist learners in bringing together and reflecting on all their learning be it form formal education programmes, from work or from home. This would include both formal and informal learning. According to Jay Cross, around 80 per cent of learning in work is informal. Yet much of the focus for work based learning is on courses, rather than practice. Apprenticeship systems usually combine learning in vocational schools with practice in the workplace but there are often problems in linking up theoretical school based learning with work based practice. Researchers into organisational learning have focused on how workplaces can be designed to facilitate learning. Barry Nyhan (Nyhan et al, 2003) states “one of the keys to promoting learning organisations is to organise work in such a way that it is promotes human development. In other words it is about building workplace environments in which people are motivated to think for themselves so that through their everyday work experiences, they develop new competences and gain new understanding and insights.” Yet without support for learning, organizational change may not be sufficient. Vygotsky (1978) has pointed to the importance of support from a More Knowledgable Other to support learning in a Zone of Proximal Development which which is the gap between the “actual developmental level” which a person can accomplish independently and the “potential developmental level” which person can accomplish when they are interacting with others who are more capable peers or adults. The paper will report on work being undertaken through the EU IST programme to develop a Personal Learning & Maturing Environment (PLME), embedded into the working environment, enabling individuals to engage in maturing activities within the organisation and in wider communities of practice beyond organisational boundaries. The work centres on the design a ‘mini learning activities (Conole, 2008) utilising Technology Enhanced Learning to support learners in a Zone of Proximal Development. These activities will utilise multi media including infographics and Technology Enhanced Boundary Objects (Hoyles at al). Although the mediation of a MKO may be seen as being embodied within the technology, learners will also have access to support through an organisational people tagging service. The PLE applications will be available to learners both through desktop and mobile devices.

Ronald Maier
MATURE: Continuous Social Learning in Knowledge Networks
In: Invited talk at the ELIG 2010 Annual Meeting: Innovation agenda: Bridging the Gap, September 13-14, 2010, University of Cambridge, Cambridge (UK), 2010

Andrew Ravenscroft, Andreas Schmidt, John Cook
Designing for Motivation in TEL: Relevance, Meaning and Value in Context
In: 1st International Workshop on Motivational and Affective Aspects of Technology Enhanced Learning, 2010

Andrew Ravenscroft, Tom Boyle
Deep Learning Design for Technology Enhanced Learning
In: International Conference on Educational Media (Ed-Media) 2010, Toronto, June 29-July 2, 2010

Andreas Schmidt
Motivation, Affective Aspects, and Knowledge Maturing
In: 1st International Workshop on Motivational and Affective Aspects of Technology Enhanced Learning, 2010

Graham Attwell
Designing a Mobile Personal Learning Environment
In: The PLE Conference 2010, 2010

Abstract One challenge for those wishing to develop Personal Learning Environments is how to record and facilitate reflection on learning that takes place in different environments, including the workplace. The use of mobile devices could be a major step towards achieving that goal. There is growing interest in the potential of the use of mobile devices for learning in offering opportunities for access to learning for those with limited access to traditional educational opportunities and technologies, in providing ubiquitous access to learning and in facilitating contextualized learning. However there is limited evidence on which to base such expectations and as yet practice has generally been limited to short-term small-scale pilots and trials. This paper is based on the conceptual development of a Work Oriented Mobile Learning Environment (WOMBLE) through the EU Mature project. It is particularly concerned with the potential affordances of mobile devices for supporting developmental learning and informal learning in the workplace. It is based on a premise that the use of mobile devices may facilitate the development of e-learning in the workplace in a way which has not previously been possible. Thus the first theoretical underpinning for the paper is the nature and pedagogy of work based learning. The paper is also based on conceptual and theoretical work being undertaken by the London Mobile Learning Group, which proposes a socio-cultural ecology for learning, based on the “new possibilities for the relationship between learning in and across formal and informal contexts, between the classroom and other sites of learning.

Nicolas Weber, Tobias Nelkner, Karin Schoefegger, Stefanie N. Lindstaedt
SIMPLE - a social interactive mashup PLE
In: Wild, Fridolin and Kalz, Marco and Palmér, Matthias and Müller, Daniel (eds.): Proceedings of the Third International Workshop on Mashup Personal Learning Environments (MUPPLE09), in conjunction with the 5th European Conference on Technology Enhanced Learning (EC-TEL2010), 2010

Karin Schoefegger, Paul Seitlinger, Tobias Ley
Towards a user model for personalized recommendations in work-integrated learning: A report on an experimental study with a collaborative tagging system
In: Proceedings of the 1st Workshop on Recommender Systems for Technology Enhanced Learning (RecSysTEL 2010), Procedia Computer Science, 2010, pp. 2829-2838

Abstract The informal setting of learning at work give rise for unique challenges to the field of technology enhanced learning systems. Personalized recommendations taking into account the current context of the individual knowledge worker are a powerful approach to overcome those challenges and effectively support the knowledge workers to meet their individual information needs. Basis for these recommendations to adopt to the current context of a knowledge worker can be provided by user models which reflects the topics knowledge workers are dealing with and their corresponding knowledge levels, but research has only focused on user modeling in settings with a static underlying domain model so far. We suggest to model the users’ context based on the emergent topics they are dealing with and their individual current knowledge levels within these topics by extracting the necessary information from the user’s past activities within the system. Based on data from an experiment with students learning a new topic with the help of a collaborative tagging system, we started to evaluate this approach and report on first results.

Simone Braun, Valentin Zacharias
SOBOLEO – Editor and Repository for Living Ontologies
In: d'Aquin, Mathieu and Castro, Alexander García and Lange, Christoph and Viljanen, Kim (eds.): Proceedings of the 1st International Workshop on Ontology Repository and Editors for the Semantic Work (ORES 2010) at the Extended Semantic Web Conference (ESWC 2010), 2010

Abstract SOBOLEO is a web based system that enables groups of people to collaboratively develop and use SKOS ontologies and semantically organized information spaces. SOBOLEO supports the development and refinement of living ontologies – i.e. ontologies that are never finished and that are used and developed at the same time. It offers tools to edit the SKOS ontology used and the information space. It also offers interfaces for remote applications to be notified of changes and to change the ontology itself.

Andrew Ravenscroft, Simone Braun, Tobias Nelkner
Combining Dialogue and Semantics for Learning and Knowledge Maturing: Developing Collaborative Understanding in the ‘Web 2.0 Workplace’
In: International Conference on Advanced Learning Technologies (ICALT) 2010, July 5-7, 2010, Sousse, Tunisia, 2010

Simone Braun, Christine Kunzmann, Andreas Schmidt
People Tagging & Ontology Maturing: Towards Collaborative Competence Management
In: Randall, David and Salembier, Pascal (eds.): From CSCW to Web2.0: European Developments in Collaborative Design Selected Papers from COOP08, Computer Supported Cooperative Work, Springer, 2010

Abstract Competence Management approaches suggest promising instruments for more effective resource allocation, knowledge management, learning support, and human resource development in general. However, especially on the level of individual employees, such approaches have so far not been able to show sustain-able success on a larger scale. Piloting applications like expert finders have often failed in the long run because of incomplete and outdated data, apart from social and organizational barriers. To overcome these problems, we propose a collabora-tive competence management approach. In this approach, we combine Web 2.0-style bottom-up processes with organizational top-down processes. We addressed this problem as a collaborative ontology construction problem of which the con-ceptual foundation is the Ontology Maturing Process Model. In order to realize the Ontology Maturing Process Model for competence management, we have built the AJAX-based semantic social bookmarking application SOBOLEO that offers task-embedded competence ontology development and an easy-to-use interface. Following evolutionary prototyping within the design-based research methodology we conducted two field experiments in parallel with the system development in order to test the approach of people tagging in general and to explore motivational and social aspects in particular.

2009

Simone Braun, Claudiu Schora, Valentin Zacharias
Semantics to the Bookmarks: A Review of Social Semantic Bookmarking Systems
In: Paschke, Adrian and Weigand, Hans and Behrendt, Wernher and Tochtermann, Klaus and Pellegrini, Tassilo (eds.): 5th International Conference on Semantic Systems (I-SEMANTICS 2009), Proceedings of I-KNOW 09 and I-SEMANTICS 09, Verlag der Technischen Universitt Graz, 2009, pp. 445-454

Abstract In this paper we present a review of systems that follow the novel paradigm of Social Semantic Bookmarking. Social semantic bookmarking allows for the annotation of resources with tags extended by semantic definitions and descriptions that also evolve (collaboratively) within the same system. We analyzed nine different systems that extend social bookmarking in the direction of more semantics; i.e. that enable their users to add semantics to the folksonomy. We studied the systems regarding the realization of the social semantic bookmarking paradigm, the features offered to the users to add semantics, what kind of semantics can be added, and how the system makes use of the semantics. We will present commonalities, main differences and distinctive features, and future trends.

Karin Schoefegger, Nicolas Weber, Stefanie Lindstaedt, Tobias Ley
Knowledge Maturing Services: Supporting Knowledge Maturing in Organisational Environments
In: Knowledge Science, Engineering and Management, Lecture Notes in Computer Science vol. 5914, Springer, 2009, pp. 370-381

Abstract The changes in the dynamics of the economy and the corresponding mobility and fluctuations of knowledge workers within organizations make continuous social learning an essential factor for an organization. Within the underlying organizational processes, Knowledge Maturing refers to the the corresponding evolutionary process in which knowledge objects are transformed from informal and highly contextualized artifacts into explicitly linked and formalized learning objects. In this work, we will introduce a definition of Knowledge (Maturing) Services and will present a collection of sample services that can be divided into service functionality classes supporting Knowledge Maturing in content networks. Furthermore, we developed an application of these sample services, a demonstrator which supports quality assurance within a highly content based organisational context.

Karin Schöfegger, Paul Seitlinger, Tobias Ley
Temporal Patterns in Collaborative Tagging: Analyzing Maturing of Semantic Knowledge Structures
In: Svihla, Vanessa (eds.): It’s about time: Exploring temporality in group learning. Alpine Rendez-Vous, Garmisch-Partenkirchen, December 2009, 2009

Vedran Hrgovcic, Robert Woitsch, Andrea Leutgeb
Knowledge Bus – The PROMOTE Approach For Knowledge Service Orchestration
In: eChallenges 2009, Istanbul, Turkey, 2009

Karin Schoefegger, Nicolas Weber, Stefanie N. Lindstaedt, Tobiay Ley
Knowledge Maturing Services: Supporting Knowledge Maturing in Organisational Environments
In: Proceedings of Knowledge Science, Engineering and Management (KSEM), 2009

Ying Du, Uwe V. Riss, Liming Chen, Ernie Ong, Philip Taylor, David Patterson, Hui Wang
Work Experience Reuse in Pattern Based Task Management
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 149-158

Abstract Pattern based task management has been proposed as a promising approach to work experience reuse in knowledge intensive work environments. While initial work has focused on the conceptualization and development of a generic framework, the process and user interaction of the task pattern lifecycle has not been addressed. In this paper, we introduce task copy augmented by Abstraction Services as a novel approach to facilitate task pattern creation and maintenance in a semi-automatic fashion. Also, we develop the architecture to demonstrate the underlying ideas by leveraging the advantage of semantic technologies.

Sally-Anne Barnes, Jenny Bimrose, Alan Brown, Daniela Feldkamp, Andreas Kaschig, Christine Kunzmann, Ronald Maier, Tobias Nelkner, Alexander Sandow, Stefan Thalmann
Knowledge Maturing at Workplaces of Knowledge Workers: Results of an Ethnographically Informed Study
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 51-61

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

Simone Braun, Claudiu Schora, Valentin Zacharias
Semantics to the Bookmarks: A Review of Social Semantic Bookmarking Systems
In: International Conference on Semantic Systems (I-SEMANTICS 2009), Graz, Austria, 2009, pp. 445-454

Abstract In this paper we present a review of systems that follow the novel paradigm of Social Semantic Bookmarking. Social semantic bookmarking allows for the annotation of resources with tags extended by semantic definitions and descriptions that also evolve (collaboratively) within the same system. We analyzed nine different systems that extend social bookmarking in the direction of more semantics; i.e. that enable their users to add semantics to the folksonomy. We studied the systems regarding the realization of the social semantic bookmarking paradigm, the features offered to the users to add semantics, what kind of semantics can be added, and how the system makes use of the semantics. We will present commonalities, main differences and distinctive features, and future trends.

Andreas Martin, Roman Brun
Applying Organizational Learning to Enterprise Knowledge Maturing
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 39-50

Abstract We first describe the state of the art of organizational learning, mentioning the theories and types of it. The need of organizational learning, contributing processes and the main processes are further explained. Various methods of organizational learning are introduced. A template for a short description is proposed, which gives an overview about existing methods. The template then offers the possibility to indicate which method can be applied on Enterprise Knowledge Maturing.

Michael Kohlegger, Ronald Maier, Stefan Thalmann
Understanding maturity models. Results of a Structured Content Analysis
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

Uwe V. Riss, Hans Friedrich Witschel, Roman Brun, Barbara Thönssen
What is Organizational Knowledge Maturing and How Can It Be Assessed?
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 28-38

Abstract We introduce the concept of organizational knowledge maturing based on the idea of developing knowledge assets. We explain the dimensions that have to be considered and introduce the Knowledge Maturing Dimension Framework to measure the maturity level. Finally we describe service classes as the building blocks of a future organizational learning and maturing environment (OLME).

Graham Attwell, John Cook, Andrew Ravenscroft
Appropriating technologies for contextual knowledge: Mobile Personal Learning Environments
In: Lytras, Miltiadis D. and de Pablos, Patricia Ordóñez and Damiani, Ernesto and Avison, David E. and Naeve, Ambjörn and Horner, David G. (eds.): 2nd World Summit on the Knowledge Society (WSKS 2009), Crete, Greece, (2009), Springer, 2009, pp. 15-25

Abstract The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

W. Utz, D. Karagiannis
Towards Transforming Human Capital to Structural Capital - A Meta Modeling-based Approach
In: International Conference on Managing Services in the Knowledge Economy, Vila Nova Famalicão, Portugal, June 17-18, 2009, 2009

T. Yuan, D. Moore, A. Ravenscroft
Evaluations of a Human-computer Debating System for Educational Debate
In: IADIS Conference on e-Learning 2009, Algarve, Portugal, 17-20 June 2009, 2009

Nicolas Weber, Karin Schoefegger, Jenny Bimrose, Tobias Ley, Stefanie Lindstaedt, Alan Brown, Sally-Anne Barnes
Knowledge Maturing in the Semantic MediaWiki: A design study in career guidance
In: Learning in the Synergy of Multiple Disciplines. Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009), Nice, France, 2009

Ronald Maier
Services Supporting Knowledge Maturing in Small and Medium-Sized Enterprises
In: Dhillion, G. and Stahl, B. C. and Baskerville, R. (eds.): Information Systems – Creativity and Innovation in Small and Medium-Sized Enterprises, Proceedings of the IFIP WG 8.2 International Conference CreativeSME 2009, Guimaraes, Portugal, 2009, pp. 224-238

Christine Kunzmann, Andreas Schmidt, Volker Braun, David Czech, Benjamin Fletschinger, Silke Kohler, Verena Lüber
Integrating Motivational Aspects into the Design of Informal Learning Support in Organizations
In: 9th International Conference on Knowledge Management and Knowledge Technologies, September 2-4, 2009, Graz, Austria, 2009

Abstract Motivational aspects in knowledge management have so far largely been considered from the perspective of designing and implementing incentives that influence the extrinsic motivation of employees to participate, contribute, share etc. This is increasingly considered problematic so that this contribution takes a more holistic viewpoint by analyzing and systematizing barriers that have an impact on the motivation to engage in knowledge maturing activities. Based on an ethnographic study and targeted semi-structured interviews, a model is presented that decomposes the motivational aspects. Furthermore, it is presented how motivational aspects can be incorporated into the design of learning support systems.

Andrew Ravenscroft
Learning and thinking on the web: Issues and implications from a decade of digital argumentation
In: Proceedings of CAL 09: Learning in Digital Worlds, Brighton 23-25 March 09, 2009

T. Yuan, D. Moore, A. Ravenscroft.
Evaluations of a Human-Computer Debating system for Educational Debate
In: IADIS Conference on e-Learning 2009, Algarve, Portugal, 17-20 June 2009, 2009

Andrew Ravenscroft
Social Software, Web 2.0 and Learning: Status and implications of an evolving paradigm
Journal of Computer Assisted Learning, vol. 21, no. 1, 2009, pp. 1-5

Ronald Maier, S. Retzer, Stefan Thalmann
Collaborative Tagging of Knowledge and Learning Resources
In: Mills, Annette and Huff, Sid (eds.): Proceedings of the 19th Australasian Conference on Information Systems (ACIS 2008), Christchurch, New Zealand, 3-5 December 2008, 2009, pp. 607-616

Ronald Maier
MATURE: Design of Individuation, Interaction and In-Form-ation in Processes of Knowledge Maturing
In: 13th Conference of SAS-Users in Research and Development 2009, Halle (Saale), Germany, 2009

Wilfrid Utz, Vedran Hrgovcic, Dimitris Karagiannis
ADVISOR: Towards Holistic Model-Based e-Learning Environments Based On Meta-Modelling Concepts
In: International Conference on Multimedia and ICT in Education (m-ICTE 2009), 2009

Volker Braun, David Czech, Benjamin Fletschinger, Silke Kohler, Verena Lüber
Motivation und Anreize in informellen Lernprozessen beim Thema Wissensmanagement
Project thesis, Pforzheim University of Applied Sciences, 2009

Andreas Schmidt, Knut Hinkelmann, Tobias Ley, Stefanie Lindstaedt, Ronald Maier, Uwe Riss
Conceptual Foundations for a Service-oriented Knowledge and Learning Architecture: Supporting Content, Process and Ontology Maturing
In: Schaffert, Sebastian and Tochtermann, Klaus and Pellegrini, Tassilo (eds.): Networked Knowledge - Networked Media: Integrating Knowledge Management, New Media Technologies and Semantic Systems, Springer, 2009

Abstract Effective learning support in organizations requires a flexible and personalized toolset that brings together the individual and the organizational perspective on learning. Such toolsets need a service-oriented infrastructure of reusable knowledge and learning services as an enabler. This contribution focuses on conceptual foundations for such an infrastructure as it is being developed within the MATURE IP and builds on the knowledge maturing process model on the one hand, and the seeding-evolutionary growth-reseeding model on the other hand. These theories are used to derive maturing services, for which initial examples are presented.

2008

Andreas Schmidt, Graham Attwell, Simone Braun, Stefanie Lindstaedt, Ronald Maier, Eric Ras, Martin Wolpers (eds.)
Proceedings of the 1st International Workshop on Learning in Enterprise 2.0 and Beyond (LEB-2008), Maastricht, The Netherlands, September 17, 2008.
CEUR Workshop Proceedings vol. 383, 2008

Steffen Lohmann, Stefan Thalmann, Andreas Harrer, Ronald Maier
Learner-Generated Annotation of Learning Resources – Lessons from Experiments on Tagging
In: Tochtermann, Klaus and Maurer, Hermann (eds.): Proceedings of I-KNOW ´08, 8th International Conference on Knowledge Management, Graz, Austria, September 3-5, 2008, pp. 304-312

A. Ravenscroft, M. Sagar, E. Baur, P. Oriogun
Social Software & Developing Community Ontologies
In: Hatzipanagos, S. and Warburton, S. (eds.): IGI Global, 2008, pp. 432-450

A. Ravenscroft, S. McAllister
Investigating and promoting educational argumentation: towards new digital practices
International Journal of Research and Method in Education (IJRME), vol. 31, no. 3, 2008, pp. 317-335

Ronald Maier, Stefan Thalmann
Institutionalised collaborative tagging as an instrument for managing the maturing learning and knowledge resources
International Journal for Technology Enhanced Learning (IJTEL), vol. 1, no. 1, 2008, pp. 70-84

Abstract Recently, social software and collaborative tagging have received high levels of attention in Internet communities and have also been discussed as interesting approaches to annotate resources and distribute the cumbersome task of designing ontologies from few domain experts to large numbers of users of digital resources. This paper discusses the suitability of collaborative tagging for annotating knowledge and learning resources in the institutionalised setting of businesses and organisations. Specifically, the paper discusses commitment, convergence and coordination issues and presents the results of a multi-round experiment involving 174 Bachelor students at the Innsbruck University School of Management.

Andreas Schmidt
MATURE: Den Wissensreifungsprozess in Unternehmen verbessern
In: Ockenfeld, Marlies (eds.): Verfügbarkeit von Informationen - 30. Online-Tagung der DGI / 60. Jahrestagung der DGI. Frankfurt am Main, 15. - 17. Oktober 2008, Proceedings, 2008

Andreas Schmidt
Knowledge Maturing and the Participatory Enterprise
In: Online Educa 2008, Berlin, December 3-5, 2008

Andrew Ravenscroft, Simone Braun, John Cook, Andreas Schmidt, Jenny Bimrose, Alan Brown, Claire Bradley
Ontologies, Dialogue and Knowledge Maturing: Towards a Mashup and Design Study
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maiaer, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract This paper proposes an initial design study to examine and test some of the key concepts and issues within a large-scale European research project that is exploring and aiming to realise learning as a process of knowledge maturing in the workplace. It will outline some of these concepts, based on a contemporary (or Web 2.0 driven) articulation of how ontologies can be acquired, externalised and exploited by a user-community and introduce a new role for learning dialogue - through developing work into „dialogue games‟. An initial scenario, or „thought experiment‟, is proposed that is grounded on currently available ontology development (SOBOLEO) and learning dialogue (InterLoc) web-technologies and how these could be integrated, or „mashed up‟, to improve the management, understanding and application of labour market information in the context of careers advice. Finally, we also consider the potential role of m-learning techniques and the implications about context that these give rise to.

Andreas Schmidt, Graham Attwell, Simone Braun, Stefanie Lindstaedt, Ronald Maier, Eric Ras, Martin Wolpers (eds.)
Proceedings of the 1st International Workshop on Learning in Enterprise 2.0 and Beyond (LEB-2008), Maastricht, The Netherlands, September 17, 2008. In conjunction with the 3rd European Conference on Technology Enhanced Learning (ECTEL 08), Maastricht, The Netherlands, September, 2008.
CEUR Workshop Proceedings vol. 383, 2008

Tobias Nelkner, Wolfgang Reinhardt, Graham Attwell
Concept of a Tool Wrapper Infrastructure for Supporting Services in a PLE
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maier, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract As one of the most relevant way of learning after apprenticeship is the informal learning an implementation of a PLE should try to support the learner by mashing up services and tools of every day work, creates cross links between them and gives motivation and support for personal and individual style of learning. This paper presents implementations and ideas for the whole collection of necessary pieces of software to provide a PLE in a bottom up manner. A server implementation is introduced which is based on a SOA approach and which includes an extractor for metadata of file objects. This module is furthermore able to run a semantic analysis on unstructured texts which results in for example in high-quality keywords and identification of persons. Taking this as technical background the social functions are explained which are identified as the functions a PLE is supposed to provide more than any knowledge management or e-learning software. Closing, these functions are converted in ideas of possible implementations of tools and services, back up by graphical mock-ups.

Ronald Maier, Stefan Thalmann
Informal learner styles: Individuation, interaction, in-form-ation
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maier, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract Web 2.0 has sparked tremendously increased interest in IT-supported knowledge management and technology-enhanced learning in organizations. Although there have been abundant activities of how to benefit from Web 2.0 technologies, information on how to go about deploying these in organizational settings in a coordinated manner are scarce. Based on the findings of an ethnographically informed study, this paper presents three idealized, richly described scenarios of informal learner styles which are used in order to develop theses on the relationship of Web 2.0 and workplace learning.

Simone Braun, Andreas Schmidt, Andreas Walter, Valentin Zacharias
Using the Ontology Maturing Process Model for Searching, Managing and Retrieving Resources with Semantic Technologies
In: OnTheMove Federated Conferences 2008 (DAO, COOP, GADA, ODBASE), Monterrey, Mexico, Lecture Notes in Computer Science, Springer, 2008

Abstract Semantic technologies are very helpful in improving existing systems for searching, managing and retrieving of resources, e.g. image search, bookmarking or expert finder systems. They enhance these systems through background knowledge stored in ontologies. However, in most cases, resources in these systems change very fast. In consequence, they require a dynamic and agile change of underlying ontologies. Also, the formality of these ontologies must fit the users needs and capabilities and must be appropriate and usable. Therefore, a continuous, collaborative and work or task integrated development of these ontologies is required. In this paper, we present how these requirements occur in real world applications and how they are solved and implemented using our Ontology Maturing Process Model.

Andreas Schmidt, Knut Hinkelmann, Stefanie Lindstaedt, Tobias Ley, Ronald Maier, Uwe Riss
Conceptual Foundations for a Service-Oriented Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing
In: 8th International Conference on Knowledge Management (I-KNOW 08), Graz, 2008

Abstract The knowledge maturing model views learning activities as embedded into, interwoven with, and even indistinguishable from everyday work processes. Learning is understood as an inherently social and collaborative activity. The Knowledge Maturing Process Model structures this process into five phases: expressing ideas, distributing in communities, formalizing, ad-hoc learning and standardization. It is applicable not only for content but also to process knowledge and semantics. In the MATURE IP two toolsets will be develop that support the maturing process: a personal learning environment and an organisation learning environment integrating the levels of individuals, communities and organisation. The development is guided by the SER theory of seeding, evolutionary growth and reseeding and is based on generally applicable maturing services.

Simone Braun, Andreas Schmidt, Ulrich Graf
Partizipative Entwicklung von Kompetenzontologien
In: Workshop Nutzerinteraktion im Social Semantic Web, Mensch & Computer - 8. Fachuebergreifende Konferenz - M&C 2008 (Sept. 8-9, 2008, Lübeck, Germany), 2008

Abstract Ontologiebasierte Ansätze haben sich im Bereich des Kompetenzmanagments, z.B. für die Zusammenstellung von Teams, als vielversprechend herausgestellt. Mit dem Modell des Ontologiereifungsprozesses präsentieren wir einen partizipativen Ansatz für die Entwicklung von Kompetenzontologien, der alle Mitarbeiter in einer Organisation miteinbindet. Dadurch können übliche Probleme in der Erstellung und Pflege der Kompetenzontologie, wie fehlende Aktualität oder unterschiedliche Granularität, aber auch der individuellen Kompetenzprofile überwunden werden. Zur Unterstützung des Ontologiereifungsprozesses für das Kompetenzmanagment wurde die AJAX-basierte semantische Social-Bookmarking-Anwendung SOBOLEO entwickelt, welche die aufgaben-integrierte Entwicklung von Kompetenzontologien zusammen mit einem einfach zu nutzenden Interface bietet.

2007

Ronald Maier, Andreas Schmidt
Characterizing Knowledge Maturing: A Conceptual Process Model for Integrating E-Learning and Knowledge Management
In: Gronau, Norbert (eds.): 4th Conference Professional Knowledge Management - Experiences and Visions (WM '07), Potsdam, GITO, 2007, pp. 325-334

Abstract Knowledge management and e-learning both attempt to support learning and knowledge transfer in organizations. However, they aim at knowledge of different degrees of maturity. Central hypothesis of this paper is that the approaches can be integrated on the basis of a process that explicitly aims at designing the transitions of knowledge along varying degrees of maturity. The knowledge maturing process is presented as a conceptual model for explaining and analyzing disruptions in the inter-individual flow of knowledge within organizations. These disruptions can be attributed to a fragmented systems landscape and separated organizational units that foster knowledge of different degrees of maturity. The paper presents criteria for a characterization of this process model and discusses its implications for the design of learning support systems.