2019 |
Tobias Greff; Alina Mahkhamova Zukunftsperspektive Digitales Lernen – wie das neue eLearning schleichend unseren Alltag revolutioniert Journal Article KMU-Berater-Magazin, (02/2019), 2019. Links | BibTeX @article{Greff2019,
title = {Zukunftsperspektive Digitales Lernen – wie das neue eLearning schleichend unseren Alltag revolutioniert },
author = {Tobias Greff; Alina Mahkhamova},
url = {https://www.aws-institut.de/2019-02-kmu-berater-magazin-aus-und-weiterbildung-berater-3/},
year = {2019},
date = {2019-08-01},
journal = {KMU-Berater-Magazin},
number = {02/2019},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
|
2016 |
Werth D Educating digital leadership - Zur Frage der Weiterbildung von digitalen Führungskräften Book Chapter August-Wilhelm Scheer; Christian Wachter (Ed.): Digitale Bildungslandschaften, Chapter 2.4, pp. 186-201, 2016, ISBN: 978-3-00-052731-9. Abstract | BibTeX @inbook{Werth2016b,
title = {Educating digital leadership - Zur Frage der Weiterbildung von digitalen Führungskräften },
author = {Werth D},
editor = {August-Wilhelm Scheer and Christian Wachter},
isbn = {978-3-00-052731-9},
year = {2016},
date = {2016-11-01},
booktitle = {Digitale Bildungslandschaften},
pages = {186-201},
chapter = {2.4},
abstract = {Digital Leader nutzen nicht nur digitale Technologien, vielmehr setzen Sie diese Technologien ein, um damit eine Organisation und deren Mitarbeiter in Richtung digitaler Gestaltungsprinzipien zu transformieren. Der Weg zur Digital Leadership führt aktuell nicht über klassische Weiterbildungsinstrumente, sondern über den Austausch mit den bereits digitalen Kollegen oder darüber, es einfach zu versuchen. Die Kollegen digital an der eigenen Entwicklung teilhaben zu lassen, ist dabei bereits der erste beduetende Schritt zum Digital Leader. },
keywords = {},
pubstate = {published},
tppubtype = {inbook}
}
Digital Leader nutzen nicht nur digitale Technologien, vielmehr setzen Sie diese Technologien ein, um damit eine Organisation und deren Mitarbeiter in Richtung digitaler Gestaltungsprinzipien zu transformieren. Der Weg zur Digital Leadership führt aktuell nicht über klassische Weiterbildungsinstrumente, sondern über den Austausch mit den bereits digitalen Kollegen oder darüber, es einfach zu versuchen. Die Kollegen digital an der eigenen Entwicklung teilhaben zu lassen, ist dabei bereits der erste beduetende Schritt zum Digital Leader. |
Christina Di Valentin; Dirk Werth; Peter Loos Towards the Conceptual Development of a Business Model for Massive Open Online Courses Inproceedings Multikonferenz Wirtschaftsinformatik (MKWI-16), Ilmenau, Germany, March 2016, Technische Universität Ilmenau dblp, 2016, (WKWI: C, VHB: D). Abstract | Links | BibTeX @inproceedings{pub8234,
title = {Towards the Conceptual Development of a Business Model for Massive Open Online Courses},
author = {Christina Di Valentin and Dirk Werth and Peter Loos},
url = {http://www.db-thueringen.de/servlets/DerivateServlet/Derivate-33063/ilm1-2016100012.pdf},
year = {2016},
date = {2016-01-01},
booktitle = {Multikonferenz Wirtschaftsinformatik (MKWI-16), Ilmenau, Germany, March 2016},
volume = {1},
publisher = {dblp},
organization = {Technische Universität Ilmenau},
abstract = {Massive Open Online Courses (MOOCs) have become increasingly important in many settings. This popularity is accompanied by a large number of emerging companies, which focus on the provision of the required contents, the technical infrastructures as well as the required services. Thus, companies emerging in this dynamic market must be aware of the constituent elements of their business model in order to remain competitive. In response to these developments, this paper presents the derivation of a business model for MOOC providers. The business model builds upon existing research on generic business model concepts as well as aspects regarding MOOCs. In a first step, the basic elements of the MOOC business model are elaborated, which form the fundamental framework for the assignment of MOOC-specific characteristics to each business model element.},
note = {WKWI: C, VHB: D},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Massive Open Online Courses (MOOCs) have become increasingly important in many settings. This popularity is accompanied by a large number of emerging companies, which focus on the provision of the required contents, the technical infrastructures as well as the required services. Thus, companies emerging in this dynamic market must be aware of the constituent elements of their business model in order to remain competitive. In response to these developments, this paper presents the derivation of a business model for MOOC providers. The business model builds upon existing research on generic business model concepts as well as aspects regarding MOOCs. In a first step, the basic elements of the MOOC business model are elaborated, which form the fundamental framework for the assignment of MOOC-specific characteristics to each business model element. |
2015 |
Scheer A Hochschule 4.0 Technical Report Whitepaper Nr. 8, 2015. Links | BibTeX @techreport{Scheer2015,
title = {Hochschule 4.0},
author = {Scheer A},
editor = {Scheer GmbH, AWS-Institut für digitale Produkte und Prozesse gGmbH },
url = {http://aws-institut.de/wp-content/uploads/2016/02/AWScheer_Whitepaper8_Hochschule-4_0.pdf},
year = {2015},
date = {2015-08-01},
address = {Whitepaper Nr. 8},
howpublished = {Whitepaper Nr. 8},
keywords = {},
pubstate = {published},
tppubtype = {techreport}
}
|
Christina Di Valentin; Andreas Emrich; Dirk Werth; Peter Loos Adaptive Social Media Skills Trainer for Vocational Education and Training: Concept and Implementation of a Recommender System Inproceedings 48th Annual Hawaii International Conference on System Sciences (HICSS 2015), Kauai, HI, USA, January 2015, IEEE Computer Society, Los Alamitos, California, 2015, (WKWI: B , VHB: C). Abstract | Links | BibTeX @inproceedings{pub7565,
title = {Adaptive Social Media Skills Trainer for Vocational Education and Training: Concept and Implementation of a Recommender System},
author = {Christina Di Valentin and Andreas Emrich and Dirk Werth and Peter Loos},
url = {https://www.computer.org/csdl/proceedings/hicss/2015/7367/00/7367b951.pdf},
year = {2015},
date = {2015-01-01},
booktitle = {48th Annual Hawaii International Conference on System Sciences (HICSS 2015), Kauai, HI, USA, January 2015},
publisher = {IEEE Computer Society, Los Alamitos, California},
abstract = {The use of social media in the private and professional context is continuously increasing. Particularly in the private context most users are competent in dealing with these technologies. However, when it comes to apply social media in the professional context (e.g. communicating or searching for relevant information or integrating social media in classes or the preparation of homework), most users still show a lack of competencies. Thus, students and teachers would benefit from tailored access to online educational resources such as concepts, training materials, lesson plans, tools, etc. that support the professional use of social media. This paper presents the concept and the prototypical implementation of a recommender system for vocational education that fosters the development of each individual's social media skills. Hence, recommendations of social media contents are based on each individual's social media skill level and the current step in the teaching and learning process.},
note = {WKWI: B , VHB: C},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The use of social media in the private and professional context is continuously increasing. Particularly in the private context most users are competent in dealing with these technologies. However, when it comes to apply social media in the professional context (e.g. communicating or searching for relevant information or integrating social media in classes or the preparation of homework), most users still show a lack of competencies. Thus, students and teachers would benefit from tailored access to online educational resources such as concepts, training materials, lesson plans, tools, etc. that support the professional use of social media. This paper presents the concept and the prototypical implementation of a recommender system for vocational education that fosters the development of each individual's social media skills. Hence, recommendations of social media contents are based on each individual's social media skill level and the current step in the teaching and learning process. |
2014 |
Michael Schmidt; Uta Schwertel; Christina Di Valentin; Andreas Emrich; Dirk Werth The Social Navigator: A Personalized Learning Platform for Social Media Education Inproceedings 9th European Conference on Technology Enhanced Learning (EC-TEL 2014), Graz, Austria, September 2014, Springer, 2014. Abstract | Links | BibTeX @inproceedings{pub7379,
title = {The Social Navigator: A Personalized Learning Platform for Social Media Education},
author = {Michael Schmidt and Uta Schwertel and Christina Di Valentin and Andreas Emrich and Dirk Werth},
url = {http://ectel2014.httc.de/index.php?id=727},
year = {2014},
date = {2014-09-01},
booktitle = {9th European Conference on Technology Enhanced Learning (EC-TEL 2014), Graz, Austria, September 2014},
publisher = {Springer},
abstract = {We present the Social Navigator, an open, Web-based, personalized learning platform which supports training of Social Media skills in vocational education. The platform (i) provides access to educational resources such as expert information and experience reports which enable teachers to integrate Social Media education into the teaching process and (ii) o ers training material, useful links, and information about Social Web tools to trainees. Designed in an interdisciplinary approach, the Social Navigator builds upon a Social Web skill model, which is used to provide personalized, guided access to resources. In addition to the learning content, the tight integration of Social Media channels stimulates user interaction and helps to acquire Social Web skills by using the system. In the demo, we focus on use cases addressing personalized search, recommendations, and built-in social interaction features.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
We present the Social Navigator, an open, Web-based, personalized learning platform which supports training of Social Media skills in vocational education. The platform (i) provides access to educational resources such as expert information and experience reports which enable teachers to integrate Social Media education into the teaching process and (ii) o ers training material, useful links, and information about Social Web tools to trainees. Designed in an interdisciplinary approach, the Social Navigator builds upon a Social Web skill model, which is used to provide personalized, guided access to resources. In addition to the learning content, the tight integration of Social Media channels stimulates user interaction and helps to acquire Social Web skills by using the system. In the demo, we focus on use cases addressing personalized search, recommendations, and built-in social interaction features. |
Christina Di Valentin; Andreas Emrich; Dirk Werth; Peter Loos Assistance System for Personalized Learning in Vocational Education Inproceedings 20th Americas Conference on Information Systems (AMCIS 2014), Savannah, GA, USA, August 2014, Association for Information Systems (AIS) AIS Electronic Library, 2014, (WKWI: B, VHB: D). Abstract | Links | BibTeX @inproceedings{pub7330,
title = {Assistance System for Personalized Learning in Vocational Education},
author = {Christina Di Valentin and Andreas Emrich and Dirk Werth and Peter Loos},
url = {http://aisel.aisnet.org/amcis2014/ISEducation/GeneralPresentations/13/},
year = {2014},
date = {2014-08-01},
booktitle = {20th Americas Conference on Information Systems (AMCIS 2014), Savannah, GA, USA, August 2014},
publisher = {AIS Electronic Library},
organization = {Association for Information Systems (AIS)},
abstract = {Social media nowadays influences almost every part of life. Particularly the educational context is characterized by an increased use of social and digital media in teaching and learning scenarios. Although most students are familiar with the use of social media, many students have problems when it comes to integrate social media in the learning processes of educational and professional context (e.g. in terms of critically evaluating information in the web or professionally responding to comments in the web). Motivated by the lack of social media training in vocational education this paper presents the architecture design of an assistance system which individually fosters the social media skills of all stakeholders in vocational education. The system provides users recommendations about media contents that are adapted to each individual’s social media skills. Teachers, trainers and students have the possibility to apply social media in the professional context and benefit from the right usage.},
note = {WKWI: B, VHB: D},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Social media nowadays influences almost every part of life. Particularly the educational context is characterized by an increased use of social and digital media in teaching and learning scenarios. Although most students are familiar with the use of social media, many students have problems when it comes to integrate social media in the learning processes of educational and professional context (e.g. in terms of critically evaluating information in the web or professionally responding to comments in the web). Motivated by the lack of social media training in vocational education this paper presents the architecture design of an assistance system which individually fosters the social media skills of all stakeholders in vocational education. The system provides users recommendations about media contents that are adapted to each individual’s social media skills. Teachers, trainers and students have the possibility to apply social media in the professional context and benefit from the right usage. |
Christina Di Valentin; Muhammet Gündogdu; Dirk Werth; Peter Loos Towards a Business Model Framework for E-learning Companies Inproceedings 20th Americas Conference on Information Systems (AMCIS 2014), Savannah, GA, USA, August 2014, Association for Information Systems (AIS) AIS Electronic Library, 2014, (WKWI: B, VHB: D). Abstract | Links | BibTeX @inproceedings{pub7339,
title = {Towards a Business Model Framework for E-learning Companies},
author = {Christina Di Valentin and Muhammet Gündogdu and Dirk Werth and Peter Loos},
url = {http://aisel.aisnet.org/amcis2014/e-Business/GeneralPresentations/10/},
year = {2014},
date = {2014-08-01},
booktitle = {20th Americas Conference on Information Systems (AMCIS 2014), Savannah, GA, USA, August 2014},
publisher = {AIS Electronic Library},
organization = {Association for Information Systems (AIS)},
abstract = {E-learning nowadays influences almost every part of life. Individual learners as well as educational institutions and companies increasingly apply e-learning technologies. These developments come along with an increasing number of company formations in the e-learning industry. The choice of the right business model has proven to be an important success factor. To establish in the marketplace, these companies must be aware of their business model. Although a lot of research regarding business models has been carried out, e-learning specific characteristics have not been considered in terms of a standardized description of business models. This paper presents the derivation of a business model framework which addresses the specifications of the e-learning industry. It supports e-learning companies to describe and evaluate their business model according to a fixed scheme consisting of business model elements and their specifications.},
note = {WKWI: B, VHB: D},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
E-learning nowadays influences almost every part of life. Individual learners as well as educational institutions and companies increasingly apply e-learning technologies. These developments come along with an increasing number of company formations in the e-learning industry. The choice of the right business model has proven to be an important success factor. To establish in the marketplace, these companies must be aware of their business model. Although a lot of research regarding business models has been carried out, e-learning specific characteristics have not been considered in terms of a standardized description of business models. This paper presents the derivation of a business model framework which addresses the specifications of the e-learning industry. It supports e-learning companies to describe and evaluate their business model according to a fixed scheme consisting of business model elements and their specifications. |
Christina Di Valentin; Andreas Emrich; Dirk Werth; Peter Loos How to develop Social Media Skills in Vocational Education Inproceedings Inaugural European Conference on Social Media (ECSM 2014), Brighton, UK, July 2014, Academic Conferences and Publishing Internatinal Limited, 2014. Abstract | Links | BibTeX @inproceedings{pub7274,
title = {How to develop Social Media Skills in Vocational Education},
author = {Christina Di Valentin and Andreas Emrich and Dirk Werth and Peter Loos},
url = {http://www.proceedings.com/22863.html},
year = {2014},
date = {2014-07-01},
booktitle = {Inaugural European Conference on Social Media (ECSM 2014), Brighton, UK, July 2014},
publisher = {Academic Conferences and Publishing Internatinal Limited},
abstract = {The appropriate use of social media is an important multiplier for transporting information efficiently; either for education as for communication purposes. Hence, particularly the e-learning community would benefit from tools that assist media usage, both from a teacher and a student perspective. Information sharing and co-creation changed the shape of collaboration in the web. All these influences make the right use of social media a complex topic (e.g. usage rights, finding the right media for the appropriate channels or target groups, etc.). Simple media search is not enough, as competence-related knowledge is crucial to use social media in the most effective way. This paper analyzes this problem field from a design science perspective and derives requirements for an appropriate recommender system which fosters the social media skills of all stakeholders in vocational education such as trainees, teachers, trainers and personnel developers. It presents the design of an IT-based tool that supports users through the integration of media education into vocational education and professional qualification. The tool provides users recommendations about appropriate media contents under consideration of each individual’s social media skills. The main goal is to improve the competencies of trainees and trainers in dealing with social and digital media. The tool makes an important contribution to strengthening the learning capacities of each individual and involved training company in vocational education and training through context-sensitive and individually tailored recommendations (e.g. training programs, tools, concepts / methods of education or teaching scenarios). In a first step, the knowledge space is being explored for the resulting concept. Potential use case scenarios show how the recommender system can foster the social media skills of all involved stakeholders of vocational education and training.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The appropriate use of social media is an important multiplier for transporting information efficiently; either for education as for communication purposes. Hence, particularly the e-learning community would benefit from tools that assist media usage, both from a teacher and a student perspective. Information sharing and co-creation changed the shape of collaboration in the web. All these influences make the right use of social media a complex topic (e.g. usage rights, finding the right media for the appropriate channels or target groups, etc.). Simple media search is not enough, as competence-related knowledge is crucial to use social media in the most effective way. This paper analyzes this problem field from a design science perspective and derives requirements for an appropriate recommender system which fosters the social media skills of all stakeholders in vocational education such as trainees, teachers, trainers and personnel developers. It presents the design of an IT-based tool that supports users through the integration of media education into vocational education and professional qualification. The tool provides users recommendations about appropriate media contents under consideration of each individual’s social media skills. The main goal is to improve the competencies of trainees and trainers in dealing with social and digital media. The tool makes an important contribution to strengthening the learning capacities of each individual and involved training company in vocational education and training through context-sensitive and individually tailored recommendations (e.g. training programs, tools, concepts / methods of education or teaching scenarios). In a first step, the knowledge space is being explored for the resulting concept. Potential use case scenarios show how the recommender system can foster the social media skills of all involved stakeholders of vocational education and training. |
Christina Di Valentin; Andreas Emrich; Dirk Werth; Peter Loos Architecture Design of a Hybrid Recommender System in E-Learning Scenarios Inproceedings International Conference on Information Systems (IADIS 2014), Madrid, Spain, March 2014, IADIS, 2014. Abstract | Links | BibTeX @inproceedings{pub7149,
title = {Architecture Design of a Hybrid Recommender System in E-Learning Scenarios},
author = {Christina Di Valentin and Andreas Emrich and Dirk Werth and Peter Loos},
url = {http://www.proceedings.com/27565.html},
year = {2014},
date = {2014-03-01},
booktitle = {International Conference on Information Systems (IADIS 2014), Madrid, Spain, March 2014},
publisher = {IADIS},
abstract = {Social and digital media applications have established in many settings of private and professional life. Particularly the e-learning sector would benefit from tools that foster an appropriate media integration in teaching and learning processes. The main goal of the presented research work is to increase the social media skills of all stakeholders in learning and teaching scenarios by providing them appropriate media tools, contents and recommendations of other users that are helpful in the current situation of the teaching or learning process. This paper analysis the problem field of media usage in vocational education and training and presents the architecture design and knowledge base of a recommender system in this domain. The derived architecture design and the knowledge base form the basis for recommendations about efficiently creating, using and reusing media contents in terms of an increase of social media skills. In doing so, the recommender system takes into account the user’s current context as well their current step in the working or teaching process.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Social and digital media applications have established in many settings of private and professional life. Particularly the e-learning sector would benefit from tools that foster an appropriate media integration in teaching and learning processes. The main goal of the presented research work is to increase the social media skills of all stakeholders in learning and teaching scenarios by providing them appropriate media tools, contents and recommendations of other users that are helpful in the current situation of the teaching or learning process. This paper analysis the problem field of media usage in vocational education and training and presents the architecture design and knowledge base of a recommender system in this domain. The derived architecture design and the knowledge base form the basis for recommendations about efficiently creating, using and reusing media contents in terms of an increase of social media skills. In doing so, the recommender system takes into account the user’s current context as well their current step in the working or teaching process. |
