Refine
Document Type
- Conference Proceeding (18)
- Article (10)
- Contribution to a Periodical (2)
- Part of a Book (1)
Is part of the Bibliography
- no (31)
Keywords
- Intergenerational Collaboration (3)
- Intergenerational Innovation (3)
- Entrepreneurship (2)
- Sentiment Analysis (2)
- Challenges to Startups (1)
- Children Refugee (1)
- Collaboration Challenges (1)
- Collaborative OER (1)
- Covid-19 (1)
- DSR (1)
Institute
Why do barriers to the exchange of open knowledge resources change in public administrations? Experts in the public sector have been interviewed and outlined antecedents of change to certain barriers. The results are an initial step towards theorizing on barrier change and stepping beyond the current trend of categorizing difficulties to e-Learning and use of open knowledge resources. Categorizing only shows the range of potential challenges. Whether and how the barriers change, however, is seldom addressed in previous literature. The results presented in this study thus provide a new perspective on the phenomenon. Results are part of a longitudinal study about open e-Learning in the public sector across four European countries. They will provide fresh empirical input for discussions at the World Conference on E-Learning how to advance future research and practices in the domain
E-Learning and openness in education are receiving ever increasing attention in businesses as well as in academia. However, these practices have only to small extent been introduced in public administrations. The study addresses this gap by presenting a literature review on Open Educational Resources [OER] and E-Learning in the public sector. The main goal of the article is to identify challenges to open E-Learning in public administrations. Experiences will be conceptualized as barriers which need to be considered when introducing open E-Learning systems and programs in administrations. The main outcome is a systematic review of lessons learned, presented as a contextualized Barrier Framework which is suitable to analyze requirements when introducing E-Learning and OER in public administrations.
The influence of national culture on knowledge sharing has important implications for all organizations. However, the existing frameworks only cover a subset of relevant factors or limit the research of the framework to either organizational or national level. Hence, a more encompassing framework is needed. The question this articles answers is how does national culture influence knowledge sharing. Based on extensive literature review and interviews carried out in Finland and Japan, this article sets forth a foundation for a new framework. The framework details how national culture influences individual level and organizational level factors and technical tools. Additionally, the framework includes a new dimension, time-dimension, which is usually disregarded in knowledge sharing research. For researchers and practitioners, the derived framework provides key insight on relevant factors on knowledge sharing and national culture. Finally, future research directions are discussed.
Rapid digital transformation is taking place due to the COVID-19 pandemic, forcing organisations and higher educational institutions to change their working and learning culture. This study explores the challenges of rapid digital transformation arising during the pandemic in the higher education context. This research used the Q-methodology to understand the nine challenges that higher education encountered, perceived differently as four main patterns: (1) Digital-nomad enterprise; (2) Corporate-collectivism; (3) Well-being-oriented; and (4) Pluralistic. This study broadens the current understanding of digital transformation, especially in higher education. The nine challenges and four patterns of transformation actors serve as a starting point for organisations in supporting technological choice and strategic interventions, based on individual, group, and organisational behavioural levels. Moreover, five propositions, based on the competing concerns of these challenges, establish a framework for comprehending the ecosystem that enables rapid digital transformation. Strategies, prerequisites, and key factors during the (digital) technology development process benefit the cyber-society ecosystem. As a practical contribution, Q-methodology was used to investigate perspectives on digitalisation challenges during the pandemic.
Learning the German language is one of the most critical challenges for refugee children in Germany. It is a prerequisite to allow communication and integration into the educational system. To solve the underlying problem, we conceptualized a set of principles for the design of language learning systems to support collaboration between teachers and refugee children, using a Design Science Research approach. The proposed design principles offer functional and non-functional requirements of systems, including the integration of open educational resources, different media types to develop visual and audio narratives that can be linked to the cultural and social background. This study also illustrates the use of the proposed design principles by providing a working prototype of a learning system. In this, refugee children can learn the language collaboratively and with freely accessible learning resources. Furthermore, we discuss the proposed design principles with various socio-technical aspects of the well-being determinants to promote a positive system design for different cultural and generational settings. Overall, despite some limitations, the implemented design principles can optimize the potential of open educational resources for the research context and derive further recommendations for further research.
Group-centered framework towards a positive design of digital collaboration in global settings
(2017)
Globally distributed groups require collaborative systems to support their work. Besides being able to support the teamwork, these systems also should promote well-being and maximize the human potential that leads to an engaging system and joyful experience. Designing such system is a significant challenge and requires a thorough understanding of group work. We used the field theory as a lens to view the essential aspects of group motivation and then utilized collaboration personas to analyze the elements of group work. We integrated well-being determinants as engagement factors to develop a group-centered framework for digital collaboration in a global setting. Based on the outcomes, we proposed a conceptual framework to design an engaging collaborative system and recommend system values that can be used to evaluate the system further.
The adoption of Open Educational Resources (OER) can support collaboration and knowledge sharing. One of the main areas of the usage OER is the internationalization, i.e., the use in a global context. However, the globally distributed co-creation of digital materials is still low. Therefore, we identify essential barriers, in particular for co-authoring of OER in global environments. We use a design science research method to introduce a barrier framework for co-authoring OER in global settings and propose a wellbeing-based system design constructed from the barrier framework for OER co-authoring tool. We describe how positive computing concepts can be used to overcome barriers, emphasizing design that promotes the author's sense of competence, relatedness, and autonomy.
Open Educational Resources (OER) intend to support access to education for everyone. However, this potential is not fully exploited due to various barriers in the production, distribution and the use of OER. In this paper, we present requirements and recommendations for systems for global OER authoring. These requirements as well as the system itself aim at helping creators of OER to overcome typical obstacles such as lack of technical skills, different types of devices and systems as well as the cultural differences in cross-border-collaboration. The system can be used collaboratively to create OER and supports multi-languages for localization. Our paper contributes to facilitate global, collaborative e-Learning and design of authoring platforms by identifying key requirements for OER authoring in a global context.
The paper provides a contextualization process to adapt Open Knowledge Resources for the need of public administrations. By help of a matching strategy, culture and context profiles of learners and learning resources are compared. The comparison allows to draw inferences how to contextualize an open knowledge resource for own learning needs. An example is illustrated and future research fields are proposed.