Now showing 1 - 10 of 1197
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The disappearing computer: User-centered interaction design for smart artefacts

2007 , Streitz, N.

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New ERCIM Working Group on "Smart Environments and Systems for Ambient Intelligence"

2007 , Savidis, A. , Streitz, N.

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Privacy and interruptions in team awareness systems

2007 , Röcker, C. , Magerkurth, C.

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Social radio - a music-based approach to emotional awareness mediation

2007 , Röcker, C. , Etter, R.

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Digitale Wasserzeichen in eHealth-Anwendungen als Schutzmechanismus für Multimedia-Dateien

2007 , Steinebach, M. , Croce-Ferri, L. , Pharow, P.

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Informations- und Wissensmanagement

2007 , Brocks, H. , Hofmann, T. , Kamps, T.

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Cross system personalization and collaborative filtering by learning manifold alignments

2007 , Mehta, B. , Hofmann, T.

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Exploiting context information for identification of relevant experts in collaborative workplace-embedded e-learning environments

2007 , Lokaiczyk, R. , Godehardt, E. , Faatz, A. , Goertz, M. , Kienle, A. , Wessner, M. , Ulbrich, A.

This work introduces an approach to discover collaboration partners and adequate advising experts in a workplace-embedded collaborative e-learning environment. Based on existing papers dealing with work task and user context modelling, we propose the following steps towards a successful collaboration initiation. In the beginning, the user's current process task needs to be identified (1). Taking into account the knowledge about the current process, availability of experts as well as organizational and social distance, relevant experts regarding the actual work task of the learner are pre-selected by the environment (2). Depending on the pre-selection and users' preferences, the potential collaboration partners are displayed in an expert list (3). That way, the learner is able to initiate beneficial collaborations, whose transcripts are used to enhance the existing knowledge base of learning documents (4).

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From human-computer interaction to human-environment interaction

2007 , Streitz, N.A.

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Facilitating asynchronous discussions in learning communities: the impact of moderation strategies

2007 , Kienle, A. , Ritterskamp, C.

A facilitator or moderator is often responsible for supporting processes and their progress in learning communities. In this article we present an approach for supporting moderators of asynchronous processes in learning communities. This approach follows the socio-technical perspective: it includes a theory-based development of moderator tasks and the technical features designed to support these tasks. Starting with relevant work in this area, we describe our approach to moderator support in the collaborative learning environment KOLUMBUS 2. In a qualitative study, a professional moderator facilitated the discussion processes of a group of 12 students based on KOLUMBUS 2. The moderator used different methods and varying levels of participation intervention. The study showed that different intervention strategies led to different levels of student participation and different successes in finding common results at the end of the discussions. Suggestions for the design of technical features are also made.