Knowledge Communities in Online Education and (Visual) Knowledge Management: 19. Workshop GeNeMe‘16 as part of IFKAD 2016: Proceedings of 19th Conference GeNeMe

Communities in New Media started in 1998 as a workshop series at TU Dresden, and since then has annually dealt with online communities at the interface between several disciplines such as education and economics, computer science, social and communication sciences, and more. (See Köhler, Kahnwald & Schoop, 2015). The workshop is traditionally a forum for interdisciplinary dialogue between science and business and serves to share experiences and knowledge among participants from different disciplines, organisations, and institutions. In addition to the core themes of knowledge management and communities (in the chapters of the same name), the main focus of the conference is also on the support of knowledge and learning processes in the field of (media-assisted) higher education. This is complemented by an informational perspective when it comes to more functional and methodological approaches - use cases, workflows, and automation in knowledge management. In addition, systems and approaches for feedback, exchange, and ideas are presented. With the focus of knowledge media design and visual research as well as creative processes, this time there is also a highlight on visual aspects of knowledge management and mediation. For IFKAD 2016, three GeNeMe tracks were accepted which focus on the interface of knowledge communities and knowledge management as well as knowledge media design in science, business, or education. In this conference volume you will find detailed information about these three tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [From the Preface.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251Gemeinschaften in Neuen Medien hat 1998 als Workshop-Reihe an der TU Dresden begonnen und seither jährlich das Thema Online-Communities an der Schnittstelle mehrerer Disziplinen wie Informatik, Bildungs- und Wirtschaftswissenschaften, Informatik sowie Sozial-und Kommunikationswissenschaft u.a.m. thematisiert (vgl. Köhler, Kahnwald & Schoop, 2015). Der Workshop ist traditionell ein Forum für den interdisziplinären Dialog zwischen Wissenschaft und Wirtschaft und dient dazu, Erfahrungen und Wissen unter den Teilnehmern aus verschiedenen Disziplinen, Organisationen und Institutionen zu teilen. Die inhaltlichen Schwerpunkte der Konferenz widmen sich neben den Kernthemen Wissensmanagement und Communities (in den gleichnamigen Kapiteln) auch der Unterstützung von Wissens- und Lernprozessen im Bereich der (mediengestützten) Hochschullehre. Ergänzt wird diese eher organisationswissenschaftliche durch eine informatorische Perspektive, wenn es um stärker funktionale bzw. auch methodische Ansätze geht – Use Cases, Workflows und Automatisierung im Wissensmanagement. Darüber hinaus werden Systeme und Ansätze für Feedback, Austausch und Ideenfindung vorgestellt. Mit den Schwerpunkten der Wissensmediengestaltung und visuellen Forschungs- sowie Kreativprozessen wird diesmal auch ein Schlaglicht auf visuelle Aspekte von Wissensmanagement und -vermittlung geworfen. Für die IFKAD 2016 wurden drei GeNeMe-Tracks angenommen, die sich auf das Interface von Wissensgemeinschaften und Wissensmanagement sowie die Wissensmediengestaltung in Wissenschaft, Wirtschaft oder Bildung konzentrieren. Im vorliegenden Tagungsband finden Sie detaillierte Informationen zu diesen drei Tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [Aus dem Vorwort.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 25

Cost-effectiveness of management strategies for acute urethritis in the developing world.

OBJECTIVE: To recommend a cost-effective approach for the management of acute male urethritis in the developing world, based on the findings of a theoretical study. METHODS: A model was developed to assess the cost-effectiveness of three urethritis management strategies in a theoretical cohort of 1000 men with urethral syndrome. (1) All patients were treated with cefixime and doxycycline for gonococcal urethritis (GU) and nongonococcal urethritis (NGU), respectively, as recommended by WHO. (2) All patients were treated with doxycycline for NGU; treatment with cefixime was based on the result of direct microscopy of a urethral smear. (3) All patients were treated with cotrimoxazole or kanamycin for GU and doxycycline for NGU. Cefixime was kept for patients not responding to the first GU treatment. Strategy costs included consultations, laboratory diagnosis (where applicable) and drugs. The outcome was the rate of patients cured of urethritis. Cost-effectiveness was measured in terms of cost per cured urethritis. RESULTS: Strategy costs in our model depended largely on drug costs. The first strategy was confirmed as the most effective but also the most expensive approach. Cefixime should cost no more than US$1.5 for the strategy to be the most cost-effective. The second strategy saved money and drugs but proved a valuable alternative only when laboratory performance was optimal. The third strategy with cotrimoxazole was the least expensive but a low follow-up visit rate, poor treatment compliance or lower drug efficacy limited effectiveness. Maximizing compliance by replacing cotrimoxazole with single-dose kanamycin had the single greatest impact on the effectiveness of the third strategy. CONCLUSION: Our model suggested that a cost-effective approach would be to treat gonorrhoea with a single-dose antibiotic selected from locally available products that cost no more than US$ 1.5

A History of Cluster Analysis Using the Classification Society's Bibliography Over Four Decades

The Classification Literature Automated Search Service, an annual bibliography based on citation of one or more of a set of around 80 book or journal publications, ran from 1972 to 2012. We analyze here the years 1994 to 2011. The Classification Society's Service, as it was termed, has been produced by the Classification Society. In earlier decades it was distributed as a diskette or CD with the Journal of Classification. Among our findings are the following: an enormous increase in scholarly production post approximately 2000; a very major increase in quantity, coupled with work in different disciplines, from approximately 2004; and a major shift also from cluster analysis in earlier times having mathematics and psychology as disciplines of the journals published in, and affiliations of authors, contrasted with, in more recent times, a "centre of gravity" in management and engineering.Comment: 23 pages, 9 figure

Circumpolar Diversity and Geographic Differentiation of mtDNA in the Critically Endangered Antarctic Blue Whale (Balaenoptera musculus intermedia)

To the best of our knowledge, one or more authors of this paper were federal employees when contributing to this work.\ud This is the publisher’s final pdf. The published article is copyrighted by the Public Library of Science and can be found at: http://www.plosone.org/home.action.The Antarctic blue whale (Balaenoptera musculus intermedia) was hunted to near extinction between 1904 and 1972, declining from an estimated initial abundance of more than 250,000 to fewer than 400. Here, we describe mtDNA control region diversity and geographic differentiation in the surviving population of the Antarctic blue whale, using 218 biopsy samples collected under the auspices of the International Whaling Commission (IWC) during research cruises from 1990-2009. Microsatellite genotypes and mtDNA sequences identified 166 individuals among the 218 samples and documented movement of a small number of individuals, including a female that traveled at least 6,650 km or 131 degrees longitude over four years. mtDNA sequences from the 166 individuals were aligned with published sequences from 17 additional individuals, resolving 52 unique haplotypes from a consensus length of 410 bp. From this minimum census, a rarefaction analysis predicted that only 72 haplotypes (95% CL, 64, 86) have survived in the contemporary population of Antarctic blue whales. However, haplotype diversity was relatively high (0.968 +/- 0.004), perhaps as a result of the longevity of blue whales and the relatively recent timing of the bottleneck. Despite the potential for circumpolar dispersal, we found significant differentiation in mtDNA diversity (F-ST = 0.032, p<0.005) and microsatellite alleles (F-ST = 0.005, p<0.05) among the six Antarctic Areas historically used by the IWC for management of blue whales