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DIS 2018 - Introduction
S C I E N C E  P A S S I O N  T E C H N O L O G Y
u www.tugraz.at
Designing for Workplace
Learning and Other
Knowledge Intensive
Activities
August 10, 2018 – Research Visit at NTNU IDI https://www.ntnu.no/idi
Viktoria Pammer-Schindler, Graz University of Technology & Know-
Center GmbH

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DIS 2018 - Introduction
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Viktoria Pammer-Schindler
http://viktoriapammer.wordpress.com/about
Email: viktoria.pammer@tugraz.at
 Assistant professor – TU Graz, Institute of
Interactive Systems and Data Science
 Research area manager – Know-Center,
Competence Center for Data-Driven Business &
Big Data Analytics
 Research group of typically ~10 people
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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DIS 2018 - Introduction
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Viktoria Pammer-Schindler
http://viktoriapammer.wordpress.com/about
Email: viktoria.pammer@tugraz.at
Designing socio-technical interventions for
workplace learning
 Or learning in other settings
 Or other knowledge intensive activities in the
workplace, e.g.,:
 Decision making in emergency forces
(Köfler et al., 2018 – IT information technology)
 Process support - Intelligent document-centered digital
workspace using NLP and textmining
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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DIS 2018 - Introduction
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Method – User-Centered, Contextual Design
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science
Understand Design Evaluate

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Research Stream: Data-Driven
and Reflective Learning
 Reflection in the workplace is iterative,
and can be triggered by tools.
(Pammer, Prilla & Krogstie, 2017 – IJTEL)
 Data can inform reflection, but data
capturing, data interpretation, and
having time for learning are key
challenges in workplaces
(Rivera-Pelayo et al., 2017 – toCHI; Pammer et
al., 2015 - ECTEL)
 Theory-inspired adaptive guidance
for reflection supports learning
(Fessl et al., 2017 – IEEE TLT)
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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Data-Driven and Reflective Learning NOW
 Ongoing: Using activity theory to frame reflection
helps conceptualise the reflection object.
 Ongoing: Reflect on
search practice; and
stimulate experimentation
(unlearning routine)
Fessl, Wertner & Pammer 2018
- ECTEL (Demo)
 Upcoming: Digitalising Vocational Training –
Reflection as means to connect formal learning
setting and work setting
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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Other ongoing research streams
 Virtualising f2f training for senior professionals – Study
compares communication, interruptions and learning
results in virtual and f2f trainings.
Pammer et al., 2018 – ACM L@Scale (Poster) – Great
Conference!
 Adaptive system for improving reading
comprehension and health literacy of ~12-year-olds.
 Tree visualisations of sensor data to stimulate well-being
and emotional connection to machines (positive
computing)
Barreiros et al., 2018 – IEEE CEM
 Designing support for the development of data-driven
business models (case: automative sector)
Fruhwirth, Breitfuss & Pammer, 2018 – ISPIM (WiP) – ISPIM
founded in Norway!
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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ECTEL 2018 – European Conference on
Technology Enhanced Learning – Leeds, UK,
Sept 3-6
@ECTELconference
www.ec-tel.eu
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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ACM CHI 2019 – ACM Conference on Human
Factors in Computing, Glasgow May 4-9
Subcommittee: Learning, Education and
Families
http://chi2019.acm.org/
Paper deadline: September 14/21
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science

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Open PhD position in TEL!
March 6, 2018
Viktoria Pammer-Schindler, Institute for Interactive Systems and Data Science