Integrating Motivational Aspects into the Design of Learning Support in Organizations
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The document discusses integrating motivational aspects into the design of learning support systems in organizations. It presents an ethnographically-informed study of motivational factors and barriers. From this, the document derives a model of motivational aspects including individual, interpersonal, and work context. It proposes a methodology for incorporating motivation into requirements engineering by immersing developers in the workplace, creating user personas, use cases, and evaluating prototypes with end users.
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Pattern-based approaches are becoming increasingly popular to
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The knowledge maturing model is an analytical model that describes collective knowledge development phenomena by classifying them into characteristic phases and patterns. It aims to derive both technical and non-technical interventions by analyzing the activities and characteristics within each phase of knowledge maturation. The model holds that the development of knowledge artifacts does not always align with the true maturity of the knowledge, and this misalignment can sometimes need to be addressed.
Motivational & Affective Aspects in Technology Enhanced Learning: Topics, Res...
This document summarizes research on motivational and affective aspects in technology enhanced learning. It discusses how motivation is key to knowledge work and learning. Research in this area has been fragmented across different fields. Motivation can influence individuals to share knowledge, use tools, and adapt to new developments. Motivation to learn relates to implicit interest and explicit goals. Motivation to share knowledge is influenced by collaboration and social dynamics. Emotions are an emerging topic in technology enhanced learning with challenges that include a lack of common language and representations of emotions. The relationship between emotions, motivation, and learning outcomes is complex.
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Wissensreifung - eine neue Perspektive auf den Umgang mit Wissen
Antrittsvorlesung am 5. Juni 2013 an der Hochschule Karlsruhe
In einer sich immer schneller verĂ€ndernden Umgebung mĂŒssen
Unternehmen vorausschauend agieren, Innovationen in Produkte umsetzen
und ihre Prozesse verbessern und ihre Kompetenz weiterentwickeln. Hierzu
ist ein kontinuierlicher âWissensflussâ erforderlich, innerhalb dessen Ideen
weiterentwickelt werden. Das Modell der Wissensreifung beschreibt diesen
Wissensfluss und die damit verbundenen Informationsartefakte wie
Dokumente oder Modelle als kollektiven Lernprozess mit identifizierbaren
Phasen und charakteristischen motivationalen, sozialen oder
organisationalen Barrieren.
Dies eröffnet neue Perspektiven: wann kommt es auf KreativitÀt, wann auf
Offenheit und Dialog, wann auf Einigung an, wann lohnt sich Formalisierung
â und wann behindert sie nur? Dies betrifft die Ausgestaltung von Software-
Systemen, die Arbeitsorganisation, FĂŒhrungsprinzipien, aber insbesondere
auch gÀngige Konzeptionen von Kompetenz-, Prozess- oder
Qualifikationsmanagement. Dies soll anhand typischer Probleme und neuen,
auf sozialen Medien basierenden AnsÀtzen aufgezeigt werden.
Wissensreifung
This document presents a knowledge maturing model for continuous social learning in knowledge networks. It was created by Andreas Schmidt from Karlsruhe University of Applied Sciences. The model was presented at the Knowledge Camp event in Karlsruhe, Germany in October 2012. Contact information is provided for Andreas Schmidt and the Knowledge Maturing Consulting Network website for further information.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
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- 1. Integrating Motivational Aspects into the Design of Learning Support in Organizations Christine Kunzmann Andreas Schmidt Volker Braun David Czech Benjamin Fletschinger Silke Kohler Verena LĂŒber FZI Research Center for Information Technologies Pforzheim University of Applied Sciences, Germany contact@christine-kunzmann.de | aschmidt@fzi.de http://mature-ip.eu
- 9. Model for Motivational aspects MATURE - Continuous Social Learning in Knowledge Networks
- 10. Intervention: Individual Context Individual Context Interests allow for pursuit of individual interests and account for individual needs (e.g., curiosity) experiencing competence experiencing autonomy personal sense of perfectionism Capability human resource development, e.g., training, job enrichment, mentoring etc.
- 11. Intervention: interpersonal MATURE - Continuous Social Learning in Knowledge Networks Interpersonal Context Cooperative improving the economies of cooperation create and exploit social dynamics establish team culture overcome geographical distance awarenesss Affective team building promoting communication and empathy limit competition
- 12. Intervention: Work context MATURE - Continuous Social Learning in Knowledge Networks Work Context Enablers appropriateness of tool support ensuring usability ensuring smooth transitions between different systems ensuring reliability Organizational changing organizational structure (e.g., more permissive) changing regulations appreciation, valuing of creativity, new ideas incentive systems