Socially augmenting employee profiles with people-tagging

Farrell, Stephen; Lau, Tessa; Nusser, Stefan; Wilcox, Eric; Müller, Michael

doi:10.1145/1294211.1294228

Cited by 68 publications

(49 citation statements)

References 8 publications

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“…To lessen security threats and the difficult overlapping between professional and personal life, a number of ad-hoc social networks have been developed to be used within the company intranet [3,5,15,17]. Research, however, suggest that adoption and contribution rates are far from satisfactory.…”

Section: From Personal To Professional Networkmentioning

confidence: 99%

“…This source of motivation can be enhanced by individual predispositions and organisational culture which foster a perception of knowledge as a public good, belonging not to individuals, but to the whole organization [1]. Another important functional driver is the creation of new contacts, maintenance of old connections, and finding domain experts [1,5,15]. Surveillance of people's activity in the network has also been mentioned as a functional driver, especially at the managerial level of the organization [1].…”

Section: From Personal To Professional Networkmentioning

confidence: 99%

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Exploring the Virtual Space of Academia

Menéndez

Angeli

Menestrina

2012

From Research to Practice in the Design of Cooperative Systems: Results and Open Challenges

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The aim of this chapter is to provide a view on how researchers present themselves in a social network specifically developed for supporting academic practices, how they share information and engage in dialogues with colleagues worldwide. We analysed data from 30,428 who have registered on a publicly available website to study the effect of academic position, university ranking and country on people's behaviour. Results suggest that the virtual network closely mirrors physical reality, reproducing the same hierarchical structure imposed by position, ranking, and country on user behaviour. Despite the potential for bridging and bonding social capital the networks has not achieved substantial changes in structures and practices of the academic context. Furthermore, our analysis highlights the need of finding new strategies to motivate the users to contribute to the community and support equal participation, as so far the community is mainly exploited as a static website.

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Section: From Personal To Professional Networkmentioning

confidence: 99%

Section: From Personal To Professional Networkmentioning

confidence: 99%

Exploring the Virtual Space of Academia

Menéndez

Angeli

Menestrina

2012

From Research to Practice in the Design of Cooperative Systems: Results and Open Challenges

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“…This can be derived from evaluation metadata such as ratings, bookmarks, tags, and comments provided by users (Vuorikari and Berendt 2009): One important aspect here is to investigate how the PLE usage facilitates social interactions, triggers discussions, and improves the understanding of learning content (Mason and Rennie 2007;Farrell et al 2007;Rollett et al 2007). Moreover, when it comes to learning material recommended by the system, ratings and like/dislike evaluation metadata can help assess unobtrusively to what extent learners deem them useful.…”

Section: Usabilitymentioning

confidence: 99%

A Multidimensional Evaluation Framework for Personal Learning Environments

Law

Wild

2014

Responsive Open Learning Environments

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Evaluating highly dynamic and heterogeneous Personal Learning Environments (PLEs) is extremely challenging. Components of PLEs are selected and configured by individual users based on their personal preferences, needs, and goals. Moreover, the systems usually evolve over time based on contextual opportunities and constraints. As such dynamic systems have no predefined configurations and user interfaces, traditional evaluation methods often fall short or are even inappropriate. Obviously, a host of factors influence the extent to which a PLE successfully supports a learner to achieve specific learning outcomes. We categorize such factors along four major dimensions: technological, organizational, psycho-pedagogical, and social. Each dimension is informed by relevant theoretical models (e.g., Information System Success Model, Community of Practice, selfregulated learning) and subsumes a set of metrics that can be assessed with a range of approaches. Among others, usability and user experience play an indispensable role in acceptance and diffusion of the innovative technologies exemplified by PLEs. Traditional quantitative and qualitative methods such as questionnaire and interview should be deployed alongside emergent ones such as learning analytics (e.g., context-aware metadata) and narrative-based methods. Crucial for maximal validity of the evaluation is the triangulation of empirical findings with multiperspective (end-users, developers, and researchers), mixed-method (qualitative, quantitative) data sources. The framework utilizes a cyclic process to integrate findings across cases with a cross-case analysis in order to gain deeper insights into the intriguing questions of how and why PLEs work.

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“…One aspect of support can be finding and addressing reflection partners, including filters relevant for selecting reflection partners. This need transcends known solutions for finding experts or staff with certain skills in organisations (e.g., Farrell et al 2007;Reichling et al 2007): To be an adequate reflection partner may take experience with situations, emotional sensitivity, expertise, power or even a lack in awareness or knowledge.…”

Section: Sharing and Communicating In Contextmentioning

confidence: 99%

Calendars: Time Coordination and Overview in Families and Beyond

Bødker

Grönvall

2013

ECSCW 2013: Proceedings of the 13th European Conference on Computer Supported Cooperative Work, 21-25 September 2013, Paphos, C

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ECSCW 2013 received 82 competitive paper and note submissions. After extensive review, 15 were selected to form the core of the traditional single-track technical programme for the conference. These are supplemented by exciting workshops and masterclasses that cover a broad range of topics and allow for wider and more active participation. These additional contributions will be published in the Volume 2 Proceedings, together with the expanded selection of demonstrations, videos, and work in progress.Work in progress has been introduced as a new peer reviewed category for ECSCW 2013, and those papers will be included in the Volume 2 Proceedings that will be available online.The technical program this year focuses on work and the enterprise as well as on the challenges of involving citizens, patients, and others into collaborative settings. The papers embrace new theories, and discuss known ones. They challenge the ways we think about and study work and contribute to the discussions of the blurring boundaries between home and work life. They introduce recent and emergent technologies, and study known social and collaborative technologies. Classical settings in computer supported cooperative work are looked upon anew. With contributions from all over the world, the papers in interesting ways help focus on the European perspective in our community.Many people have worked hard to ensure the success of this conference, and we briefly acknowledge them here: all the authors who submitted high quality papers; all those who contributed through taking part in workshops, masterclasses, demonstrations, and the new category of work in progress; the 64 members of a global programme committee, who dedicated time and energy to reviewing and discussing individual contributions and shaping the programme; the people who helped organise the programme: the workshop and masterclass chairs, the chairs of demos and videos, work in progress, student volunteers, and various other practical arrangements. Finally, we acknowledge the student volunteers who provided support throughout the event; and we thank the sponsors and those who offered their support to the conference. Abstract. The title of this paper comes from comments made by an 'angry' ethnographer during a debriefing session. It reflects his frustration with a certain analytic mentality that would have him justify his observations in terms of the number of times he had witnessed certain occurrences in the field. Concomitant to this was a concern with the amount of time he had spent in the field and the implication that the duration of fieldwork somehow justified the things that he had seen; the implication being that the more time he spent immersed in the study setting the more valid his findings and, conversely, the less time, the less valid they were. For his interlocutors, these issues speak to the grounds upon which we might draw general insights and lessons from ethnographic research regarding the social or collaborative organisation of human activities. However, the strong i...

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Socially augmenting employee profiles with people-tagging

Cited by 68 publications

References 8 publications

Exploring the Virtual Space of Academia

Exploring the Virtual Space of Academia

A Multidimensional Evaluation Framework for Personal Learning Environments

Calendars: Time Coordination and Overview in Families and Beyond

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